Examining Relationships of Societal Context, School Context, and Coping on Teacher Stress in the United States and United Kingdom
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| Title: | Examining Relationships of Societal Context, School Context, and Coping on Teacher Stress in the United States and United Kingdom |
|---|---|
| Language: | English |
| Authors: | Jiayi Wang, Bo Hyun Lee, Yuxuan Zhao |
| Source: | International Journal of School & Educational Psychology. 2025 13(3):234-245. |
| 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: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Secondary Education |
| Descriptors: | Foreign Countries, Anxiety, Context Effect, Environmental Influences, Teaching Conditions, Coping, Interprofessional Relationship, Cultural Influences, Elementary School Teachers, Secondary School Teachers |
| Geographic Terms: | United States, United Kingdom |
| DOI: | 10.1080/21683603.2025.2519752 |
| ISSN: | 2168-3603 2168-3611 |
| Abstract: | Teacher stress has been a critical issue in both the United States (US) and the United Kingdom (UK), with educators consistently reporting high levels of work-related stress. This study explored the multifaceted nature of teacher stress, drawing on the Coping-Competence-Context Theory to examine how societal context (i.e. country of residence), school context (i.e. coworker relationship, academic emphasis, resource support, and principal consideration), and teachers' individual factors (e.g. coping, self-efficacy) interact and contribute to teacher stress. This study also found the mediating role of school factors (i.e. coworker relationship and academic emphasis) between the country of residence and teacher stress, as well as the moderator role of teachers' coping in this pathway. This research offers a nuanced understanding of the interplay between societal, school, and individual factors in shaping teacher stress, providing insights that could inform targeted interventions and policy efforts to alleviate stress and promote teacher well-being in the US and the UK. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1483378 |
| Database: | ERIC |
| Abstract: | Teacher stress has been a critical issue in both the United States (US) and the United Kingdom (UK), with educators consistently reporting high levels of work-related stress. This study explored the multifaceted nature of teacher stress, drawing on the Coping-Competence-Context Theory to examine how societal context (i.e. country of residence), school context (i.e. coworker relationship, academic emphasis, resource support, and principal consideration), and teachers' individual factors (e.g. coping, self-efficacy) interact and contribute to teacher stress. This study also found the mediating role of school factors (i.e. coworker relationship and academic emphasis) between the country of residence and teacher stress, as well as the moderator role of teachers' coping in this pathway. This research offers a nuanced understanding of the interplay between societal, school, and individual factors in shaping teacher stress, providing insights that could inform targeted interventions and policy efforts to alleviate stress and promote teacher well-being in the US and the UK. |
|---|---|
| ISSN: | 2168-3603 2168-3611 |
| DOI: | 10.1080/21683603.2025.2519752 |
