Examining Teacher Stress and Vocational Concerns: Does Cultural Congruence Matter?

• In Event: 18.071 - Roundtable Session 5
  In Roundtable Session: 18.071-8 - From Stress to Serenity: Measuring Teacher Satisfaction

Abstract

Previous research suggests stressful working conditions contribute to various vocational concerns associated with teacher turnover, including feeling less autonomous, more occupational burnout, and less committed to remain in the field. However, few studies have examined the extent that cultural congruence between teacher and school are associated with teachers’ risk for stress. Using data from the National Center of Educational Statistics Schools and Staffing Survey (SASS), the current study explores the concept of cultural congruity (defined as the alignment between teacher and student racial identity) and its relationship to teacher stress and associated vocational concerns. Findings suggest that non-White teachers are perhaps more occupationally healthy and less prone to various occupational concerns when working in settings that match their cultural congruence.

Authors

• Paul G. Fitchett, University of North Carolina - Charlotte

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

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

• Maytal Eyal, The University of Texas - Austin

• Eugenia B. Hopper, University of North Carolina - Charlotte