Elementary Teacher Stress: Associations With Perceptions of Classroom and Professional Variables

• In Event: Noncognitive Correlates of Stress and Resilience Among Students and Teachers

Abstract

Recent research using the Classroom Appraisal of Resources and Demands (CARD) has demonstrated that teachers can be separated into groups based on their appraisals of classroom resources and classroom demands. The current study sought to replicate previous findings using the School and Staffing Survey (SASS), a national sample of teachers, to replicate previous research, and to investigate whether the stress classification groups differed on classroom structural characteristics and teachers’ perceptions of their influence over school-wide issues, control of their classroom, and their autonomy as professionals. Results indicated that the group classification system held up with the large national sample and that there were significant differences in the predicted direction between all groups on the outcome variables.

Authors

• Christopher J. Mccarthy, The University of Texas - Austin

• Sally Lineback, The University of Texas - Austin

• Richard G. Lambert, University of North Carolina - Charlotte

• Molly Allender, The University of Texas - Austin

• Jenson Reiser, The University of Texas - Austin

• Susan Murphy, University of Texas