Bidirectional Associations Among Components of Teachers' Psychological Adjustment in Urban Elementary Schools

• In Event: Studies on Newly Hired Teachers: What We Know From Published Research to What Teachers Experience

Abstract

Teachers’ psychological adjustment is integral to the success of students, though diversity in how it is defined and operationalized has constrained our understanding of its development over time. Therefore, the present study leveraged a racially/ethnically diverse sample of teachers in an under-resourced, urban area to examine bidirectional associations among four components of teachers’ psychological adjustment (psychological distress, psychological wellbeing, emotional exhaustion, and personal accomplishment) across two time points within an academic year. Findings support positive bidirectional associations between emotional exhaustion and psychological distress; emotional exhaustion and psychological distress were negatively associated with personal accomplishment and psychological wellbeing, respectively. These findings underscore the importance of understanding teachers’ psychological adjustment as multifaceted in support of teachers and the students they serve.

Authors

• Catherine Corbin, University of Washington

• Jason Downer, University of Virginia

• Amy Lowenstein, Fordham University

• Joshua L. Brown, Fordham University