About this session

Saturday, 2:00 PM - 3:30 PM

Correlates and Outcomes of Teacher Stress

Attention to teacher stress has increased especially since the pandemic, with growing acknowledgment that teachers’ working environments both contribute to and are impacted by stress (Jerrim & Sims, 2021; Westphal et al., 2022). Teachers reporting more stress and decreased wellbeing express greater intention to leave teaching (Lawrence et al., 2019; Sass et al., 2011). In a recent review of research on teacher turnover, “how teachers’ emotional and mental health contribute to their turnover decisions” was identified as one of three critical areas for more empirical investigation (Nguyen & Springer, 2023, p. 1015). Since higher teacher turnover relates to lower academic achievement and student engagement (Madigan & Kim, 2021; Ronfeldt et al., 2013), it is important to understand the individual and contextual conditions that impact teacher stress and wellbeing. Therefore, this symposium explores teacher stress with specific populations (e.g., preschool teachers, special educators, school leaders), using individual (e.g., efficacy, emotion regulation, job satisfaction) and school level factors (e.g., time for professional development, funding and resources). Papers include: an investigation of moderating and mediating relationships between emotional labor, emotional regulation, and teacher stress and burnout with Chinese preschool teachers; analysis of ECLS-K database exploring how teacher job satisfaction and efficacy relates to student executive functioning and prosocial outcomes; mixed-methods analysis of stressors of elementary special education teachers; and descriptive analysis of supports and challenges educational leaders face minimizing elementary teacher stress as they implement social-emotional learning.

Paper #1
Title	Emotional Labor, Job Stress, and Burnout Among Preschool Teachers: Analysis of Mediators and Moderators
Presenting author	Runke Huang, School of Humanities and Social Science, Chinese University of Hong Kong, Shenzhen, Hong Kong

Paper #2
Title	Does Teacher Job Satisfaction Predict Children’s School Functioning in U.S. Early Elementary School
Presenting author	QINGQING YANG, University At Albany, SUNY, United States

Paper #3
Title	Sources of Stress for Special Educators: What Theory Shares and Teachers Say
Presenting author	Marisa DeCollibus, M.Ed., Penn State University, United States

Paper #4
Title	Examining How School Leaders Support Teachers’ Efficacy for SEL Instruction
Presenting author	Dr. Sebrina L. Doyle Fosco, The Pennsylvania State University, United States

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Session chair
Dr. Deborah Schussler, University At Albany, SUNY, United States

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