Individual and Contextual Factors Attributing to Teacher Stress Based on Academic Setting and Years of Experience

<p>The current study sought to determine the relationship between individual and contextual factors and teacher stress. Through analysis of the individual factors of self-efficacy and personality combined with organizational justice, perceived supervisory support, and work-family conflict, one can evaluate how to effectively support teachers to negate the surmounting pressures of teachers. The mixed methods study utilized Bandura’s (1986) Social Cognitive Theory and the JD-R model. The study specifically looked at the interplay between the individual and contextual factors addressing all teacher experience levels and school settings to uncover possible sources of stress perceived as factors preventing attrition. Current research has not revealed information about both factors in combination attributing to stress. Mid-year career teachers and middle school settings were neglected as literature often incorporated these settings under a secondary school label. Through explanatory-sequential research within the Yellow School District (pseudonym), 38 schools were initially surveyed through Qualtrics and analyzed using SPSS and SAS. Following the survey, participatory selection was used to analyze stress within the school with interviews. Teacher stress is a highly researched topic because of its importance in education. The quantitative findings of composite scores for each construct were in the moderate and neutral ranges. Personality and WFC were found as predictors of stress. Additionally, WFC and Personality interactions were statistically significant. The interviews of teacher perspectives of job demands included 1) an overload of tasks and responsibilities, 2) poor communication, 3) lack of consistency, and 4) student behaviors of management and apathy. A subtheme of lack of time appeared. Interviews reported stress could be alleviate in the areas of 1) teamwork and support 2) administrative leadership, and finally 3) teacher self-doubt. Mixed methods results further support the results found.</p>

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2024

Author dc:creator

• Freeman, Lisa Lashley

Contributors dc:contributor

• Jessica Banks, Ed.D.
• Parul Acharya, Ph.D.
• Dana Griggs, Ph.D.

• teacher perceived stress
• mixed methods
• retention
• self-efficacy
• organizational justice
• personality
• work-family conflict
• perceived supervisory support
• Education

Language dc:language

english

Repository record dc:identifier

https://csuepress.columbusstate.edu/theses_dissertations/534

OAI identifier oai:identifier

oai:csuepress.columbusstate.edu:theses_dissertations-1536