Teacher Stress Appraisals as Mediators Between Teacher Psychological Resources and Adverse Teachers Outcomes

• In Event: Thursday Roundtable Session 12:40 pm
  In Roundtable Session: Racial Stress and Coping (Table 32)

Abstract

This study tested a structural model of the stress appraisal process in the context of the U.S. teaching workforce. We hypothesized psychological processes that lead from teachers’ psychological resources to adverse outcomes, as mediated by stress appraisals and Job Satisfaction. The data sources were teacher responses to a multi-site survey of working conditions (n=513). The results of the final structural equation model tested showed good fit (CFI = .991, TLI = .988, RMSEA = .036, 95% LL=.024, 95% UL=.047, and SRMR = .055). Hypotheses were supported for the mediational role of stress appraisals and job satisfaction between teacher psychological resources and adverse teacher outcomes. Implications of this research for understanding the role of stress appraisals in job-specific contexts are discussed.

Authors

• Kristen C. Mosley, University of Texas at Austin

• Christopher J. McCarthy, University of Texas at Austin

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

• Alessandra Caldwell, University of North Carolina - Charlotte