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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
FullText Text:
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  Data: Examining Relationships of Societal Context, School Context, and Coping on Teacher Stress in the United States and United Kingdom
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  Data: <searchLink fieldCode="AR" term="%22Jiayi+Wang%22">Jiayi Wang</searchLink><br /><searchLink fieldCode="AR" term="%22Bo+Hyun+Lee%22">Bo Hyun Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Yuxuan+Zhao%22">Yuxuan Zhao</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+School+%26+Educational+Psychology%22"><i>International Journal of School & Educational Psychology</i></searchLink>. 2025 13(3):234-245.
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  Data: 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
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Anxiety%22">Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Influences%22">Environmental Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Coping%22">Coping</searchLink><br /><searchLink fieldCode="DE" term="%22Interprofessional+Relationship%22">Interprofessional Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink>
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  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink>
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  Data: 10.1080/21683603.2025.2519752
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  Data: 2168-3603<br />2168-3611
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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      – Text: English
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        PageCount: 12
        StartPage: 234
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Anxiety
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      – SubjectFull: Context Effect
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      – SubjectFull: Environmental Influences
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      – SubjectFull: Teaching Conditions
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      – SubjectFull: Coping
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      – SubjectFull: Interprofessional Relationship
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Secondary School Teachers
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      – SubjectFull: United States
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      – SubjectFull: United Kingdom
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