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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
FullText Text:
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  Data: Changes in Teacher Stress and Wellbeing throughout the Academic Year
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  Data: <searchLink fieldCode="AR" term="%22von+der+Embse%2C+Nathaniel%22">von der Embse, Nathaniel</searchLink><br /><searchLink fieldCode="AR" term="%22Mankin%2C+Ariel%22">Mankin, Ariel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+School+Psychology%22"><i>Journal of Applied School Psychology</i></searchLink>. 2021 37(2):165-184.
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  Data: 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
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: 10.1080/15377903.2020.1804031
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  Data: 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.
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