Changes in Teacher Stress and Wellbeing throughout the Academic Year
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| Title: | Changes in Teacher Stress and Wellbeing throughout the Academic Year |
|---|---|
| Language: | English |
| Authors: | von der Embse, Nathaniel, Mankin, Ariel |
| Source: | Journal of Applied School Psychology. 2021 37(2):165-184. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Stress Variables, Well Being, Change, Self Efficacy, Teacher Administrator Relationship, Middle School Teachers, Validity, Measures (Individuals) |
| DOI: | 10.1080/15377903.2020.1804031 |
| ISSN: | 1537-7903 |
| Abstract: | Teacher wellbeing has taken on increased importance in understanding contextual variables related to student academic, social-emotional, and behavioral growth. Despite its importance, little is known about how wellbeing and stress change throughout the school year. Single item measures may be a viable alternative to lengthy rating scales, particularly when measuring constructs across multiple time-points; however, further information is needed to understand the psychometric defensibility of these tools. The current study aims to address current limitations in the literature through a multifaceted examination of teacher stress, efficacy, and school connectedness. Specifically, the study explores the concurrent validity of three single-item measures by examining correlations between single-item scales and the Teacher Subjective Wellbeing Questionnaire (TSWQ). Second, the study investigates changes in teacher wellbeing and stress across a school year via a weekly report of stress, efficacy, and school connectedness. Participants included 158 middle school teachers from a large, diverse district in the Northeast United States. Results indicated moderate to strong correlations between teaching efficacy and school connectedness single item measures with long-form rating scales of teacher wellbeing. In addition, teacher stress increased by nearly 20% from October to June, while school connectedness and teaching efficacy declined by a similar amount. Implications for assessment and intervention to support teacher wellness are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1291971 |
| Database: | ERIC |
| Abstract: | Teacher wellbeing has taken on increased importance in understanding contextual variables related to student academic, social-emotional, and behavioral growth. Despite its importance, little is known about how wellbeing and stress change throughout the school year. Single item measures may be a viable alternative to lengthy rating scales, particularly when measuring constructs across multiple time-points; however, further information is needed to understand the psychometric defensibility of these tools. The current study aims to address current limitations in the literature through a multifaceted examination of teacher stress, efficacy, and school connectedness. Specifically, the study explores the concurrent validity of three single-item measures by examining correlations between single-item scales and the Teacher Subjective Wellbeing Questionnaire (TSWQ). Second, the study investigates changes in teacher wellbeing and stress across a school year via a weekly report of stress, efficacy, and school connectedness. Participants included 158 middle school teachers from a large, diverse district in the Northeast United States. Results indicated moderate to strong correlations between teaching efficacy and school connectedness single item measures with long-form rating scales of teacher wellbeing. In addition, teacher stress increased by nearly 20% from October to June, while school connectedness and teaching efficacy declined by a similar amount. Implications for assessment and intervention to support teacher wellness are discussed. |
|---|---|
| ISSN: | 1537-7903 |
| DOI: | 10.1080/15377903.2020.1804031 |
