With student behavior and teacher stress being directly linked, there is a lack of insight into how teachers are managing that both in and out of the classroom (Clunies‐Ross, Little, & Kienhuis, 2008). This research highlights the impacts teachers have on their students, both positive and negative. It also offers insight into coping strategies teachers can use in order to maintain a positive classroom environment. I interviewed and collected reflective journals from four teachers with varied levels of experience and grade levels in a singular public elementary school. In the data collection process, common themes included personal and professional stressors, classroom and behavior management tools and strategies, and calmness in the classroom including self-care and mindfulness practices. This research comments on coping strategies and management strategies teachers are using to navigate the impact of their stresses on their students. Teachers can utilize this information to inform their proactive and reactive strategies in the classroom.
","abstract_html":"<p>With student behavior and teacher stress being directly linked, there is a lack of insight into how teachers are managing that both in and out of the classroom (Clunies‐Ross, Little, & Kienhuis, 2008). This research highlights the impacts teachers have on their students, both positive and negative. It also offers insight into coping strategies teachers can use in order to maintain a positive classroom environment. I interviewed and collected reflective journals from four teachers with varied levels of experience and grade levels in a singular public elementary school. In the data collection process, common themes included personal and professional stressors, classroom and behavior management tools and strategies, and calmness in the classroom including self-care and mindfulness practices. This research comments on coping strategies and management strategies teachers are using to navigate the impact of their stresses on their students. Teachers can utilize this information to inform their proactive and reactive strategies in the classroom. </p>","abstract_has_math":false,"creators":["Jaime, Emma"],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Katie Lewis, PhD","Zoee Bartholomew, EdD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-05-06T07:00:00Z","date_published":"2024-05-06T07:00:00Z","updated_at":"2026-07-24T02:05:06Z","subjects":["teacher stress","student behavior","classroom management","behavior management","stress management","Education","Elementary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/education-masters-theses/82","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Katie Lewis, PhD","Zoee Bartholomew, EdD"]},{"key":"dc:creator","label":"Author","values":["Jaime, Emma"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2024-05-06T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["teacher stress","student behavior","classroom management","behavior management","stress management","Education","Elementary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/education-masters-theses/82"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["With student behavior and teacher stress being directly linked, there is a lack of insight into how teachers are managing that both in and out of the classroom (Clunies‐Ross, Little, & Kienhuis, 2008). This research highlights the impacts teachers have on their students, both positive and negative. It also offers insight into coping strategies teachers can use in order to maintain a positive classroom environment. I interviewed and collected reflective journals from four teachers with varied levels of experience and grade levels in a singular public elementary school. In the data collection process, common themes included personal and professional stressors, classroom and behavior management tools and strategies, and calmness in the classroom including self-care and mindfulness practices. This research comments on coping strategies and management strategies teachers are using to navigate the impact of their stresses on their students. Teachers can utilize this information to inform their proactive and reactive strategies in the classroom.
"]},{"key":"dc:title","label":"Title","values":["What's the Problem: Teacher Stress and Student Behavior"]}]}],"canonical_facts":{"dc:contributor":["Katie Lewis, PhD","Zoee Bartholomew, EdD"],"dc:creator":["Jaime, Emma"],"dc:date.available":["2024-05-06T07:00:00Z"],"dc:description.abstract":["With student behavior and teacher stress being directly linked, there is a lack of insight into how teachers are managing that both in and out of the classroom (Clunies‐Ross, Little, & Kienhuis, 2008). This research highlights the impacts teachers have on their students, both positive and negative. It also offers insight into coping strategies teachers can use in order to maintain a positive classroom environment. I interviewed and collected reflective journals from four teachers with varied levels of experience and grade levels in a singular public elementary school. In the data collection process, common themes included personal and professional stressors, classroom and behavior management tools and strategies, and calmness in the classroom including self-care and mindfulness practices. This research comments on coping strategies and management strategies teachers are using to navigate the impact of their stresses on their students. Teachers can utilize this information to inform their proactive and reactive strategies in the classroom.
"],"dc:identifier":["https://scholar.dominican.edu/education-masters-theses/82"],"dc:subject":["teacher stress","student behavior","classroom management","behavior management","stress management","Education","Elementary Education"],"dc:title":["What's the Problem: Teacher Stress and Student Behavior"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:05:06Z"}