Relevant bibliographies by topics / Teacher Stress Management

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Teacher Stress Management'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Teacher Stress Management"

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Yu, Guoliang, Yan Dong, Qi Wang, and Ran An. "Reducing teacher stress: improving humanized management of Chinese teachers." Journal of Chinese Human Resource Management 7, no. 2 (October 10, 2016): 82–99. http://dx.doi.org/10.1108/jchrm-07-2016-0014.

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Purpose To improve humanized management of Chinese teachers, the aim of this study is to, first, investigate the stress of Chinese teachers, and, second, to examine the relationship of teacher stress with coping strategies and social support. Moreover, an attempt is made to examine the moderating role of coping strategies in the relationship between social support and teacher stress. Design/methodology/approach Participants consisted of 363 teachers from 6 public primary and secondary schools (both regular and vocational schools), who completed 3 self-report questionnaires examining teacher stress, coping strategies and social support. The methodology used was t-test, correlation analysis and hierarchical multiple regression analysis. Findings There are more than 50 per cent of primary and secondary school teachers suffering from mild to extremely severe stress. Working environment (regular or vocational schools), gender and age affect teacher stress. Social support and passive strategies have significant relationships with teacher stress, and passive strategies moderate the relationship between social support and teacher stress. Research limitations/implications The study is based on a sample taken from public primary and secondary schools, and the character of the research was cross-sectional. Therefore, we must be cautious in generalizing the findings. An important implication for management of the findings of this study is the importance of humanized management for teachers. To reduce teacher stress, more social support should be provided by educational administrators, and teachers should be trained to avoid using passive strategies. Originality/value Through the investigation into the teacher stress in both regular and vocational schools, this study provides a new point of view for human resource managers to control and reduce teacher stress in China by improved humanized management.
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Siswanto, Hadi. "STRESS MANAGEMENT FOR TEACHERS: REFLECTION ON SCHOOL’S DAILY ACTIVITIES." CENDEKIA: Journal of Education and Teaching 9, no. 2 (September 1, 2015): 207. http://dx.doi.org/10.30957/cendekia.v9i2.334.

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This paper describes common features of stress for employers and specific problems faced by teachers. The focus of the discussion includes stress definition, various factors cause teacher stress, and the effect of stress for the teacher. After understanding all about stress and indication, it is hoped that teacher will be able to identify and diagnose it. The way how to anticipate and cope with the stress is discussed in this paper.
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Stasiunaitiene, Egle, Ilona Kupcikiene, and Lijana Navickiene. "DEALING WITH STRESS IN TEACHER PROFESSION: INDIVIDUAL AND ORGANIZATIONAL STRESS MANAGEMENT MEASURES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 596. http://dx.doi.org/10.17770/sie2020vol3.4992.

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Teaching is considered to be one of the most stressful professions. Bad social status of teacher in society, low salary, abundance of work roles, the need to work overtime, education reforms, disrespectful behavior of learners, high demands - all these factors and many others cause teachers‘ stress in their professional activity. The study is aimed at identifying individual and organizational practices that are used to cope with teacher stress as well as finding out what are the main stress management gaps and areas which need to be improved at organization level and individually. A quantitative survey conducted in five European countries revealed that the most frequent stress management measures used at individual level relate to rational practices focused on managing thoughts and promoting rational and positive thinking. Also different organizational interventions are implemented at school level to promote teachers’ motivation, participatory environment, open communication and support. However, these measures are insufficient. They need to be strengthened and expanded in order to promote more supportive work environment and trainings targeted to fill the gaps in school staff knowledge and skills on resolving conflicts and stress different management techniques.
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Hepburn, Alexa, and Steven D. Brown. "Teacher Stress and the Management of Accountability." Human Relations 54, no. 6 (June 2001): 691–715. http://dx.doi.org/10.1177/0018726701546001.

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Eskridge, Denise Hawkins, and Donald R. Coker. "Teacher Stress: Symptoms, Causes, and Management Techniques." Clearing House: A Journal of Educational Strategies, Issues and Ideas 58, no. 9 (May 1985): 387–90. http://dx.doi.org/10.1080/00098655.1985.11674153.

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Sikand, Deepa. "Relationship Of Creative Management, Teacher Effectiveness, Teacher Stress And Teacher Commitment With Different Dimensions Of Managerial Leadership." Think India 22, no. 2 (October 31, 2019): 2007–26. http://dx.doi.org/10.26643/think-india.v22i2.9122.

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The present study was conducted to study the relationship of creative management, teacher effectiveness, teacher stress and teacher commitment with different dimensions of managerial leadership. In order to conduct present study 450 teacher educators with doctorate degree and without doctorate degrees, with different levels of experience were selected from 45 selected colleges of education taking 10 teachers from each institution were selected randomly. Creative Management Scale prepared by the investigator, Multifactor Leadership Questionnaire (Bass and Avolio, 2003), Teacher Commitment Questionnaire (AmitKauts and AachalKalia, 2012), Teacher Effectiveness Scale (Mutha, 1982)and Teacher Stress Questionnarie (Otto (1983) and Adapted by Max Smith and Sid)were used as tools for the present study. The findings of the study revealed that there is significant relationship in the creative management and managerial leadership. This means that variation in the creative management in any manner would have remarkable impact on the managerial leadership and vice versa. It is also found that there is significant relationship in the teacher effectiveness and managerial leadership. Hence, increased practice of transformational and transactional leadership would ensure better teaching effectiveness in the educational institutions and vice versa. Another finding is that there is significant relationship in the teacher stress and managerial leadership. This means that increased teacher stress may become a cause for the action orientation of managerial leadership and managerial leadership may also act as a stressor among teaching professionals. It is also found that there is significant relationship in the teacher commitment and managerial leadership for transformational and transactional leadership dimensions of Managerial Leadership. Hence, increased practice of transformational and transactional leadership would ensure better teaching commitment in the educational institutions and vice versa.
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Forman, Susan G. "Rational-Emotive Therapy: Contributions to Teacher Stress Management." School Psychology Review 19, no. 3 (September 1, 1990): 315–21. http://dx.doi.org/10.1080/02796015.1990.12085470.

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Neves de Jesus, Saul, and Joseph Conboy. "A stress management course to prevent teacher distress." International Journal of Educational Management 15, no. 3 (June 2001): 131–37. http://dx.doi.org/10.1108/09513540110384484.

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Navickienė, Lijana, Eglė Stasiūnaitienė, and Ilona Kupčikienė. "CAUSES OF STRESS IN TEACHERS‘ PROFESSIONAL ACTIVITY: SCHOOL LEADERS‘ APPROACH." Health Sciences 29, no. 6 (December 17, 2019): 72–77. http://dx.doi.org/10.35988/sm-hs.2019.103.

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Teachers are among the professions reporting the highest level of work-related stress. This has a great impact on teachers‘ professional performance, job satisfaction, quality of their work and educational process. High level of stress adversaly affects teacher‘s motivation, social well-beeing and even physical and mental health. The causes of teacher stress are related to activity requirements, work organization, working conditions, relationships, etc. Heavy workload, negative attitude towards teacher work in society, education reforms, role conflicts, lack of time, disrespectful behavior of learners, poor working conditions, high demands, hard-to-achieve outcomes – all these factors cause teachers‘ stress in their professional activity. In order to investigate the problem of teachers‘ stress, it is important to identify not only the attitudes of teachers to the stress factors in teachers‘ professional activity but also those of school leaders. It is interesting to identify what, in school leaders views, are the main causes of teachers‘ stress and what stress management measures at the organization level would be the most effective for teachers to cope with their stress. 62 school leaders from Portugal, Bosnia and Herzegovina, Turkey, Slovenia and Lithuania participated in an international reseacrh on the causes of teachers‘ occupational stress and possible ways of managing it. The results of the study revealed that changing demands for teacher competencies, filling in documentation, low salary, noisy environments, unclear roles, lack of time to fulfill all the tasks, disrespectful learners‘ behavior, and tensions with colleagues and parents are the major stressors in the teaching profession. School leaders believe that the most appropriate ways to manage teacher stress include training on stress management techniques and conflict resolution. The study was conducted in the framework of the international project “Preventing Stress in the Teaching Profession-Stress Free Teachers”, No. 20163715 / 001-001.
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Sinaulan, Ramlani Lina. "EFFECT OF SCHOOL CLIMATE, WORK STRESS AND WORK MOTIVATION ON THE PERFORMANCE OF TEACHER." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 6, no. 2 (December 31, 2016): 146. http://dx.doi.org/10.24127/gdn.v6i2.605.

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Performance is a form of behavior of a person or organization with achievement orientation. The study results are known (a) the school climate affect performance of teachers, b) there is influence of work stress on teacher performance, (c) work motivation effect on teacher performance, d) school climate influence on job motivation of teachers, and (e) work stress effect on work motivation of teachers. Suggestions studies (a) improving teacher performance should the top priority schools in school management efforts. This condition given that performance of teachers are the main pillars that determine the success of the school in improving quality of students. Therefore, performance of the teacher must always be good and necessary to update the knowledge of teachers on the latest information in education as benchmarks increase teacher performance, (b) job motivation of teachers needs to improved, among others, with reward and punishment impartial towards the success achieved by the teacher as well as the violations committed so that it becomes part of an effort to motivate teachers to work.
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Dissertations / Theses on the topic "Teacher Stress Management"

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Shu, Chin-Yi. "Stress in tutor-teachers in Taiwan : exploration and an evaluation of a stress management programme." Thesis, University of Surrey, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274343.

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Courtney, Michael Bruce. "The relationship between the perceived degree of instructional leadership and principal management style and teacher stress /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10778226.

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Motseke, M. J. "Stressors of township secondary school teachers : a management issue." Interim : Interdisciplinary Journal, Vol 11, Issue 1: Central University of Technology Free State Bloemfontein, 2012. http://hdl.handle.net/11462/330.

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A study was conducted to determine factors which caused stress for township secondary school teachers. The purpose of this paper is to determine the role of School Management Teams (SMTs) in the stressors of township secondary school teachers. A questionnaire was developed and administered on 368 teachers from the Free State Province. Once the stressors were determined, their means were used to rank them - from the most stressful to the least stressful. Only the highest 30 stressors were considered in this paper. The main stressors were: poor learner performance, poor learner discipline and poor parental involvement in school matters. It was also found that 20 of the 30 stressors were the SMTs' responsibility, seven were the parents' responsibility and three were DBE's (Department of Basic Education) responsibility. It was concluded that SMTs of the schools surveyed were unable to adequately address factors causing stress for teachers in their schools. It was recommended that SMTs should be developed, and then be held accountable for the high levels of teacher stress, and for the subsequent poor performance of teachers in their schools.
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Sturmfels, Michael S. "A qualitative study of staff stress, morale and well-being in Victorian government schools /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/6668.

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Beers, Jeffry Childs. "Teacher Stress and Coping: Does the Process Differ According to Years of Teaching Experience?" PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/809.

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Teaching is stressful. The demands placed on teachers can result in emotional exhaustion and burnout, causing many to leave the profession. Teachers early in their careers seem to be at special risk, with desistence rates estimated as high as 40% in the first five years. This study was based on the notion that constructive coping can be a resource for teachers, and that teachers later in their professional lives may provide a model for adaptive ways of dealing with professional demands. The goal of the study was to examine whether the coping process utilized by teachers (including reported demands, appraisals, ways of coping, resolutions, and post-coping assessment) differed at different stages of their career. Participants (n = 57) were teachers (90% female) ranging in age from 28-63, teaching in grades 4 to 12. The current study utilized a portion of the baseline open-ended interview of a randomized waitlist control study conducted to explore the effects of a mindfulness-based program. After coding the interview data for each step of the coping process, frequency analyses revealed that: (1) as in previous studies, the most frequently reported demands were problems with students (40%), followed by workload (18%) and parents (15%); (2) the most frequently reported appraisal was extreme negative emotion (44%); (3) the most frequently reported ways of coping were adaptive, including problem-solving (65%), support seeking (35%), and self regulation (22%); (4) the most frequently reported resolution of the stressful episode was successful (51%); and (5) with regards to post coping assessment, teachers most frequently reported that they would do something differently in future episodes if they could (54%). A series of Chi-square analyses to explore whether there is an association between how the teachers responded to questions corresponding to each step revealed that (1) teachers who reported parents as a demand in teaching were more likely to report extreme negative emotion and the use of self-regulation, which was associated with a successful resolution; (2) teachers who reported the administration as a demand were also more likely to use support seeking as a way of coping; and (3) teachers who reported using more maladaptive ways of coping were also more likely to report an unsuccessful resolution. Finally, pairwise comparisons to determine which groups of teachers differed from each other showed that, in keeping with expectations, early career teachers reported "no negative emotion" less and "extreme negative emotion" more than other groups, while late career teachers mentioned "no negative emotion" more. In terms of demands, early career teachers mentioned the environment less whereas late career teachers mentioned parents less and students more often. In terms of coping, late career teachers reported using self-regulation less and cognitive accommodation more than the other groups. Finally, early career teachers were more likely to say that they would try different effective strategies in future coping episodes while late career teachers were less likely to report that they would do so. Applications of these findings are discussed for process-oriented theories of teacher stress and coping, for future studies examining how coping develops over the course of a professional career, and for preservice training and school-based interventions designed to promote adaptive coping for teachers at every phase of their profession.
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Aubrey, Jonathan Tadd. "An investigation of stress and copying strategies among university-level EFL teachers in the United Arab Emirates." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17396.

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This research investigated the main sources of occupational stress that tertiary English as a Foreign Language (EFL) teachers experience in the United Arab Emirates. A secondary focus was to identify the coping strategies used by EFL teachers who exhibit low levels of stress, and what types of support were needed by EFL teachers who exhibited moderate to high levels of stress. While theories abound in the literature on the reasons for stress and its consequences for teachers, little is known about the role of coping strategies and their specific usefulness in eradicating stress. Given the nature of the research questions, an interpretivist mixed methods approach was deemed appropriate. Data collection methods included a pre-tested online survey followed by 26 semi-structured interviews and a Likert-style questionnaire which were used to gain an in-depth understanding of the quantitative aspects of stress levels. Qualitative, semi-structured interviews were used to examine the coping strategies of 113 self-identified EFL teachers with low stress levels. They were analysed through theme analysis and triangulated with other data to increase the robustness of the results. The sources of teacher stress derived from the analysis are ranked according to the 20 cited as most significant by the participants. They are discussed in detail under the headings of stressors related to classroom teaching, administration leadership style, professional issues and their own assessment as teachers. The strategies teachers use to cope with these stresses are varied and range from activities to attitudes. Key recommendations for the teaching faculty centre on general health and well-being, and overall workplace focus. Clearly, EFL teachers suffering from workplace stress must take care of themselves physically, psychologically and emotionally. Yet teachers in the UAE also expressed a desire for administrators who practice more democratic leadership styles, and acknowledged that the attitudes of their students toward learning English had a considerable impact on their own practices. Further inquiry is recommended into a more complete examination of teacher stressors and their relationship to cultural factors, specifically two of the cultural dimensions found in the UAE (power distance and uncertainty avoidance), which were found to be particularly relevant to stressors in the category of leadership style and practices.
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Jones, Heather Amber. "Teacher in-service training for Attention-Deficit/Hyperactivity Disorder (ADHD) influence on knowledge about ADHD, use of classroom behavior management techniques, and teacher stress /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/4058.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.
Thesis research directed by: Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Harrison, Jessica Leigh. "Assessing Generic and Program-Specific Dose-Response Relations Between Engagement in Contemplative Practices and Reductions in Teachers' Occupational Stress and Burnout." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2107.

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Teaching is a stressful, uncertain, and emotionally laden profession (Chaplain, 2008; Farber, 1999; Johnson et al., 2005). One approach to reduce psychological distress and improve well-being in teachers is through the use of mindfulness-based stress reduction (MBSR) programs. While MBSR programs have been shown in several studies to be effective with regard to improving well-being in teachers, little research has been done to date examining the relationship between program dose and outcomes. This study examines the relationship between both generic and program-specific dose and outcomes of stress and burnout. Results showed some evidence that generic yoga frequency is related to outcomes. No significant relationships between program-specific dose and outcomes were found. Directions for future research are discussed.
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Roberts, Drewcilla. "Pre-Service Teacher Self-Efficacy: Differences by Gender and Relationship with Physiological Response to Simulated Challenging Student Behavior." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami15573926958149.

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Smith, Rick. "The potential effectiveness of self-compassion, cognitive emotion regulation and mindfulness-based stress reduction training as stress-management strategies for teachers working in an international context." Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761015.

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This thesis explored the relationships between 1) Self-compassion 2) Cognitive Emotion Regulation and 3) Mindfulness Based Stress Reduction (MBSR) and teacher stress in a foreign international school setting. The retrospective, multi-tiered study investigated a total of 177 expatriated teachers working in multiple international schools around the globe; at least 17 of whom indicated that they had completed a MBSR course. A mixed-methods approach was used over three stages utilising the following instruments: 1) an adapted stress impact survey, 2) Teacher Interview Protocol (TIP), 3) the short forms of the Cognitive Emotion Regulation Questionnaire (CERQ-SF), the Self-Compassion Scale (SCS-SF), and the Perceived Stress Scale (PSS-4). Results suggest that teachers’ beliefs about stress correlate with job satisfaction; 82.6% of respondents who reported that stress has ‘hardly any effect’ also reported that they liked their job overall; whereas, 76.9% and 36.4% of respondents that believed stress had affected their teaching ‘some’ or ‘a lot’ reported liking their job, respectively. Results also indicate that higher perceived stress is strongly correlated with both 1) decreased self-compassion (r = -.491, p < .001) and 2) increased use of non-adaptive cognitive emotion regulation strategies, such as Catastrophizing (r= < 0.392, p < .001). All five adaptive cognitive coping strategies were positively correlated with Self-Compassion, four were significant; only Refocus on Planning failed to reach significance at p < .05. The data indicated no statistically significant differences between MBSR and non-MBSR participants, regarding perceptions of stress (PSS-4), self-compassion (SCS-SF), and eight of the nine coping strategies (CERQ-S), with the exception being that MBSR participants experienced reduced Self-Blame (p < 0.007). Conclusions find that policies and practices aimed at supporting the three aspects of self-compassion offer one possible avenue to reducing teacher stress and maladaptive thinking strategies, and thereby increasing job satisfaction, for teachers working in a foreign country.
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Books on the topic "Teacher Stress Management"

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Managing teacher stress. London: Pitman, 1996.

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Bulgin, Judette. The management of teacher stress. [Guildford]: [University of Surrey], 1992.

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Bevan, Gareth G. P. Teacher stress: An approach to its positive management. (Guildford): (University of Surrey), 1986.

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The essential guide to managing teacher stress: Practical skills for teachers. 2nd ed. Harlow, England: Pearson Longman, 2012.

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Kabat-Zinn, Jon. Letting everything become your teacher: 100 lessons in mindfulness. New York: Delta Trade Paperbacks, 2009.

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Sorrells, William. For teachers only: Personal and confidential-- the secret files of a veteran teacher. Saratoga, CA: R & E Publishers, 1991.

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Bride, Peter Mc. Teacher stress and locus of control: A study of levels of reported stress and their relationship to perceptions of control among primary school teachers. Dublin: University College Dublin, 1998.

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A different kind of teacher. London: Cassell, 1995.

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Lawrence, Denis. Teaching with confidence: A guide to enhancing teacher self-esteem. London: Paul Chapman, 1999.

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A different kind of teacher: A practical guide to theunderstanding and resolving of personal, interpersonal, student and classroom management difficulties within the school. Cork: T. Humphreys, 1993.

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Book chapters on the topic "Teacher Stress Management"

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Abu-Rmaileh, Sufian. "Teacher Stress, Its Effects and Management." In Second Language Learning and Teaching, 39–52. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34762-8_4.

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Huk, Oksana, and Camille Bernstein. "Teacher Stress Management Using Rational Emotive Behavior Therapy." In Rational-Emotive and Cognitive-Behavioral Approaches to Child and Adolescent Mental Health: Theory, Practice, Research, Applications., 493–512. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53901-6_23.

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Kumari, Sima. "Analysing the Impact of Work-Related Stress on Performance and Morale of Teachers (A Study of Selected B-School Teachers in Delhi and NCR)." In Performance Management, 103–18. Boca Raton : CRC Press, 2020. | Series: Information technology, management and operations research practices: CRC Press, 2020. http://dx.doi.org/10.1201/9781003089308-8.

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"Teacher stress and teachers’ feelings." In Effective Classroom Management, 125–37. Routledge, 2002. http://dx.doi.org/10.4324/9780203130087-14.

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"Management of teacher stress." In Meeting the needs of children with autistic spectrum disorders, 68–72. David Fulton Publishers, 2012. http://dx.doi.org/10.4324/9780203435137-12.

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Hartney, Elizabeth. "Stress Management to Enhance Teaching Quality and Teaching Effectiveness." In Occupational Stress, 306–31. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0954-8.ch014.

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Teaching has been identified as one of the most stressful professions, with a high attrition rate resulting from teacher stress and burnout. This chapter addresses the problem of how to enhance teaching quality and effectiveness by providing teachers with professional development in stress management, specific to the stressors of teaching. Existing research has clearly identified the key stressors for teachers, and evidence-based stress management approaches have been shown to be effective in mitigating teacher stress and improving teaching quality. However, there is little evidence that such professional development approaches have become integrated into the teacher training or continuing professional development curricula for teachers. Consequently, the aim of this chapter is to provide an overview of how teaching quality can be improved with a professional development framework of targeted approaches in stress management, which are aligned with the needs of individual teachers and whole schools.
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"Teacher stress in managing behaviour." In Teacher's Guide to Anger Management, 25–29. Routledge, 2005. http://dx.doi.org/10.4324/9780203995778-6.

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"Teacher talk 1: People stress." In Stress Management Programme For Secondary School Students, 75–78. Routledge, 2003. http://dx.doi.org/10.4324/9780203469828-16.

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Divoll, Kent Alan, and Angelica Ramos Ribeiro. "Strategies to Overcome Middle School Teachers' Classroom Management Stress." In Advances in Early Childhood and K-12 Education, 217–35. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7057-9.ch012.

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The purpose of this chapter is to explain the complexities of classroom management, student development, and middle school philosophy for new teachers at the middle school level. In addition, the authors provide the following four strategies to help new teachers deal with the stress of classroom situations: (a) improving knowledge of student development, the brain, and stress; (b) focusing on what is in the teachers' control; (c) breaking down the tasks into small chunks; and (d) creating a positive mindset. This chapter is unique because few authors have combined the concepts of middle school teacher stress caused by classroom management, how the brain influences classroom management, teacher stress, the cyclical nature of new teacher stress, and strategies to ameliorate stress.
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"Classroom Management and Teacher Stress and Burnout." In Handbook of Classroom Management, 935–54. Routledge, 2013. http://dx.doi.org/10.4324/9780203874783-47.

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Conference papers on the topic "Teacher Stress Management"

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"The Mediatory Role of Coping in the Relation of Teacher Perceived Stress and Teacher-Student Relationships." In International Conference on Humanities, Literature and Management. International Centre of Economics, Humanities and Management, 2015. http://dx.doi.org/10.15242/icehm.ed0115048.

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Horváth, Szilvia, and Katalin N. Kollár. "CONCEPTUALIZATION OF TEACHER BURNOUT AND ONLINE BURNOUT PREVENTION AMONG HUNGARIAN TEACHERS." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact033.

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"In our study, we were testing an online burnout prevention programme among Hungarian teachers between 2016-2019, focusing on the background factors of the intervention effect size. Firstly, we conceptualized teacher burnout factors, and after exploratory and confirmatory factor analysis on the incoming sample (N=224), structure equation model has been built up which relate to work-stressors like effort-reward imbalance and over-commitment, burnout factors, perceived stress, general self-efficacy and depression. Secondly, by testing the stress-management intervention on a cumulated sample (N=37) which based on a mini randomized control trial and a quasi-experiment sample data, the intervention effect size has been evaluated, linear regression and structure equation modelling was used to explore the intervention’ predictor and moderator variables. Results of the conceptualization (N=224) show work stressors alone do not lead to burnout factors. Perceived stress is mediator from effort–reward imbalance to burnout factors. General self-efficacy modifies negative impact of perceived stress on personal accomplishment and directly depersonalization. Coping mechanism of depersonalization and personal accomplishment strengthens one-dimensional approach of burnout. Results of the intervention evaluation show that significant high improvement can be achieved related to the emotional exhaustion (N=37 d=0.89, p?.01). For prevention, all kind of stress-management techniques, improving teachers’ perceptions of work success are presumable. In order to reach higher involvement of the participants for further research cultural adaptation is needed."
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Wang, Gan-hua, and Yi-chun Zhang. "Empirical research of evaluating college teachers’ work stress." In 2008 International Conference on Management Science and Engineering (ICMSE). IEEE, 2008. http://dx.doi.org/10.1109/icmse.2008.4669162.

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Shokor, Shahrul Suhaimi Bn Ab. "Examining Factors Leading To Teachers Work Stress In Pahang: A Case Study." In 9th International Economics and Business Management Conference. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.12.05.47.

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Loziak, Alexander. "Effectiveness of mindfulness training programs in improving work stress management in teachers." In Konference psychologie práce a organizace 2019. Brno: Masaryk University Press, 2019. http://dx.doi.org/10.5817/cz.muni.p210-9488-2019-19.

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Maryati, Deliana Sri, and Pramudhita Ghia Mustika. "The Effect of Self Efficacy on Burnout Mediated By Stress Among Kindergarten Teachers in Indonesia." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.28.

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Bai, Xiujie. "Exploration and Analysis of Occupational Stress of the Primary and Middle School Teachers." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.204.

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Jiahui, Huang. "Stress Coping Strategies and Status of Job Burnout of Middle School Teachers in China." In 2021 5th International Seminar on Education, Management and Social Sciences (ISEMSS 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210806.033.

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Lan, Yuan-Yuan, Xiao-Ting Qu, Huan Liu, and Si-Jie Yan. "Research on the Relationship between Young University Teachersr Occupational Stress and Performance." In 4th Annual International Conference on Management, Economics and Social Development (ICMESD 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icmesd-18.2018.13.

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Xie, Bofei. "Empirical Research on the Coupling Relationship Between P.E. Teachers Occupation Burnout and Stress Coping Styles Based on Covariation Model." In 2nd International Conference on Management Science and Industrial Engineering (MSIE 2013). Paris, France: Atlantis Press, 2013. http://dx.doi.org/10.2991/msie-13.2013.13.

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