Identification of Elementary Teachers' Risk for Stress and Vocational Concerns Using the National Schools and Staffing Survey

Autor/inn/en	Lambert, Richard G.; McCarthy, Christopher J.; Fitchett, Paul G.; Lineback, Sally; Reiser, Jenson
Titel	Identification of Elementary Teachers' Risk for Stress and Vocational Concerns Using the National Schools and Staffing Survey
Quelle	In: Education Policy Analysis Archives, 23 (2015) 43, (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068 2341
Schlagwörter	Elementary School Teachers; Stress Variables; At Risk Persons; National Surveys; Job Satisfaction; Teacher Persistence; Teaching Conditions; Labor Turnover; Classroom Environment; Student Behavior; Professional Autonomy; Teacher Characteristics; Institutional Characteristics; Classification; Job Security; Teaching (Occupation); Class Size; Student Characteristics; Behavior Problems; Limited English Speaking; Disabilities; Schools and Staffing Survey (NCES) + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Risikogruppe; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrbedingungen; Unterrichtsbedingungen; Klassenklima; Unterrichtsklima; Student behaviour; Schülerverhalten; Berufsfreiheit; Classification system; Klassifikation; Klassifikationssystem; Arbeitsplatzsicherheit; Teaching; Lehrberuf; Klassengröße; Handicap; Behinderung
Abstract	Transactional models of stress suggest that elementary teachers who appraise classroom demands as higher than classroom resources are more vulnerable to stress and likely to experience vocational concerns. Previous research using the Classroom Appraisal of Resources and Demands (CARD), a measure designed to assess teacher perceptions of classroom demands and resources, has supported transactional models with local samples. The current study replicated this previous research with two waves of large nationally representative data from the Schools and Staffing Survey (1999-2000 and 2007-2008). Theoretically-predicted differences were found, suggesting that an understanding of individual elementary teachers' perceptions of demands and resources in the classroom could have important implications for policy and research aimed at addressing teachers' vocational concerns. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01