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                            Library & Multimedia
 Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices
NCJ Number
              301232
Journal

*Journal of School Psychology* Volume: 77 Dated: 2019 Pages: 36-51
Author(s)
          J. H. Bottiani;
                        et al
Date Published

2019
Length
              16 pages
Annotation
              Since relatively little is known about factors that contribute to stress and burnout among urban school teachers specifically or how these aspects of teacher occupational wellbeing relate to their use of effective classroom practices, the current study examined the interplay of job demands and resources, stress and burnout, and effective classroom practices (operationalized as warm-demanding teaching).
Abstract
              Two discrete observational measures, in addition to teacher self-report, were collected from a sample of 255 teachers in 33 low-income, urban middle schools. Findings indicated that White teachers, female teachers, and teachers in low-income schools reported higher stress and burnout. Teachers reporting more self-efficacy, affiliation with colleagues, and student emphasis on their academics (i.e., more resources) reported lower stress and burnout; furthermore, adding resources to the model attenuated associations between student disruptive behaviors and stress and burnout. In turn, stress was associated with lower levels of observed demanding teaching (instructional dialogue); however, surprisingly, burnout was related to higher levels of observed teacher warmth (sensitivity). These findings are discussed in relation to prior research and consider implications for future research and professional development for teachers. (publisher abstract modified)
      
  
          Additional Details
Grant Number(s)
        2014-CK-BX-0005


  
  
        
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  Award
        Comprehensive Assessment of School Climate to Improve Safety in Maryland Middle Schools
    
  
  
Date Published: January 1, 2019
    
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