Stress and Coping Among Beginner Teachers in Urban High Schools

• In Event: Roundtable Session 20
  In Roundtable Session: Mentoring in Urban Contexts

Abstract

Researchers measured beginner teachers’ stress levels using the Occupational Stress Inventory for insight into promoting retention. Study participants worked in a large district serving primarily economically disadvantaged students. Results were compared with those from a normative sample to determine if teachers’ stress levels fell within expected ranges. Twenty-eight intervention and 25 comparison teachers participated. Only in role overload did teachers exhibit above-normal stress. Women were more likely to report having erratic schedules, being behind in work, and having increased job responsibilities (p<.05). Focus group respondents cited job insecurity and time management as key stressors and urged developers to help beginner teachers prepare for charter school contexts, which differed from traditional public school environments.

Authors

• Kelly Feighan, Research for Better Schools

• Diana Campbell, Philadelphia Education Fund

• Megan Richardson, Research for Better Schools