An Exploratory Investigation of Psychological and Physiological Indicators of K–12 Teacher Stress

• In Event: Focus on Teacher Stress

Abstract

Teaching can be a stressful occupation. The current study, inspired by the 2025 AERA call of improving experiences, outcomes, and equitable opportunities for all, implements not only measures of self-reported stress vulnerability and occupational health, but also physiological measures (i.e., hair cortisol concentration), and qualitative interviews. Following a sequential mixed-method design, the study explored group differences in teacher’s risk for stress, occupational health, hair cortisol concentration, and their lived experience of stress and health in their role as teachers. Participants were 25 teachers and results indicated that risk for stress was associated with occupational health indicators, but no relationship was found with hair cortisol levels. Consensual Qualitative Research identified seven themes associated with teacher stress and well-being.

Authors

• Caroline Weppner, University of Texas at Austin

• Cynthia Arraya Wiltshire, University of Texas - El Paso

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

• Christopher J. McCarthy, University of Texas at Austin

• Camryn Trevino, University of Texas at Austin

• William Glenn, University of Texas - San Antonio

• Haley Skinner, University of Texas at Austin

• Darya Ellalasingham, University of Texas at Austin

• Yijie Tian, University of Texas at Austin

• Trisha Miller, University of Texas at Austin