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Profiles of Middle School Teacher Stress and Coping: Concurrent and Prospective Correlates

Journal of school psychology, 2020-02, Vol.78, p.54 [Peer Reviewed Journal]

ISSN: 0022-4405 ;EISSN: 1873-3506 ;DOI: 10.1016/j.jsp.2019.11.003

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  • Title:
    Profiles of Middle School Teacher Stress and Coping: Concurrent and Prospective Correlates
  • Author: Herman, Keith C ; Prewett, Sara L ; Eddy, Colleen L ; Savala, Alyson ; Reinke, Wendy M
  • Subjects: Academic Achievement ; Anxiety ; Burnout ; Coping ; Measures (Individuals) ; Middle School Teachers ; Parent Participation ; Predictor Variables ; Profiles ; Self Efficacy ; Teacher Burnout ; Teaching Methods
  • Is Part Of: Journal of school psychology, 2020-02, Vol.78, p.54
  • Description: This study examined the stress and coping patterns of middle school teachers. A final teacher sample of 102 and student sample of 1450 agreed to participate in the study. We conducted a latent profile analysis of the teachers' self-reported levels of stress and coping at the beginning of the school year and used the resulting profiles to predict teacher practices and student outcomes over time. Nearly all teachers were characterized by high stress and high coping (66%) or high stress and low coping (28%). Based on concurrent ratings and observations, the High Stress/Low Coping profile had higher burnout and lower self-efficacy, higher rates of observed reprimands, and higher student-reported depression in comparison to the other classes. The most adaptive profile, Low Stress/High Coping (6% of sample), had lower burnout, greater parent involvement and higher student prosocial skills in comparison to the other groups. Profiles also predicted the maintenance of most of these effects and the increase of some effects over the school year. Examining stress and coping in combination can inform efforts to improve teacher well-being and have a positive influence on student learning environments.
  • Language: English
  • Identifier: ISSN: 0022-4405
    EISSN: 1873-3506
    DOI: 10.1016/j.jsp.2019.11.003
  • Source: ERIC Full Text Only (Discovery)
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