Relating teachers' coping styles to student noise and perceived stress.

Autor/inn/en	Tomek, Raphaela; Urhahne, Detlef
Titel	Relating teachers' coping styles to student noise and perceived stress. Gefälligkeitsübersetzung: Zusammenhang zwischen den Bewältigungsstilen von Lehrkräften, Lärm von Schülerinnen und Schülern und empfundenem Stress (DeepL).
Quelle	In: Educational psychology, 42 (2022) 3, S. 375-395Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0144-3410; 1469-5820
DOI	10.1080/01443410.2022.2031892
Schlagwörter	Beruflicher Stress; Bewältigung; Stressbewältigung; Subjektivität; Lehrer; Stress; Lärmbelastung; Arbeitsbedingungen; Lärmschaden
Abstract	School noise is a serious, inevitable problem that teachers experience as stress or strain. Coping styles have a huge impact on teachers' mental health and therefore might influence this daily stress experience. Based on the stress-strain model and the transactional stress model, we examined in an online study how 99 teachers with different coping styles reacted to school noise. Four professional coping styles were derived from the overarching dimensions of professional commitment and experience resilience. The healthy type, the unambitious type, type A, and type burnout differed in terms of threat appraisal, noise stress, voice and hearing problems as well as noise-related burnout. Compared to the healthy type, types A and burnout showed higher levels of stress. Teachers of the risk types turned out to be more vulnerable to school noise than teachers of the healthy type. Specific prevention programs may help to improve teacher resilience. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2024/3