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Examining Teacher Appraisals and Occupational Health Indicators across School Contexts Following COVID-19

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Title: Examining Teacher Appraisals and Occupational Health Indicators across School Contexts Following COVID-19
Language: English
Authors: Richard Lambert (ORCID 0000-0002-5791-962X), Christopher McCarthy, Teresa Tian, Trisha Miller
Source: Social Psychology of Education: An International Journal. 2025 28(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 33
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Stress Variables, Teaching Conditions, Job Satisfaction, Teacher Attitudes, COVID-19, Pandemics, Resources, Teacher Responsibility, Socioeconomic Status, Racial Differences, Ethnicity, Teacher Characteristics, Student Characteristics, Minority Group Students, Low Income Students, Elementary Secondary Education, Administrator Responsibility
DOI: 10.1007/s11218-025-10152-3
ISSN: 1381-2890
1573-1928
Abstract: This study used district-wide climate surveys to examine teachers' ratings of stress vulnerability, instructional support, and job satisfaction. Data was collected in the immediate aftermath of the COVID-19 Pandemic, in the 2022-2023 and 2023-2024 school years. The research objectives were to examine: (1) how teacher ratings of classroom demands and resources, as indicators of stress vulnerability, are associated with their job satisfaction and perceived levels of instructional support, and (2) how these associations are invariant with respect to wave of data collection and school characteristics such as socioeconomic status and school demography. Participating teachers across the two waves (n = 1,830, n = 1,559) worked within 47 different schools in a large Southwestern school district. Multilevel modeling was used, and in line with previous research conducted in the school years right before and after the pandemic, teachers' appraisals of classroom demands and resources were associated with job satisfaction and ratings of instructional support. Most of the variance in risk for stress was accounted for at the individual teacher level, as opposed to the school level, and the strength of these associations was very consistent across school settings.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495154
Database: ERIC
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  Data: Examining Teacher Appraisals and Occupational Health Indicators across School Contexts Following COVID-19
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  Data: <searchLink fieldCode="AR" term="%22Richard+Lambert%22">Richard Lambert</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5791-962X">0000-0002-5791-962X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+McCarthy%22">Christopher McCarthy</searchLink><br /><searchLink fieldCode="AR" term="%22Teresa+Tian%22">Teresa Tian</searchLink><br /><searchLink fieldCode="AR" term="%22Trisha+Miller%22">Trisha Miller</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Social+Psychology+of+Education%3A+An+International+Journal%22"><i>Social Psychology of Education: An International Journal</i></searchLink>. 2025 28(1).
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: 33
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Stress+Variables%22">Stress Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Conditions%22">Teaching Conditions</searchLink><br /><searchLink fieldCode="DE" term="%22Job+Satisfaction%22">Job Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Resources%22">Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Responsibility%22">Teacher Responsibility</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnicity%22">Ethnicity</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Responsibility%22">Administrator Responsibility</searchLink>
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  Data: 10.1007/s11218-025-10152-3
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  Data: 1381-2890<br />1573-1928
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  Data: This study used district-wide climate surveys to examine teachers' ratings of stress vulnerability, instructional support, and job satisfaction. Data was collected in the immediate aftermath of the COVID-19 Pandemic, in the 2022-2023 and 2023-2024 school years. The research objectives were to examine: (1) how teacher ratings of classroom demands and resources, as indicators of stress vulnerability, are associated with their job satisfaction and perceived levels of instructional support, and (2) how these associations are invariant with respect to wave of data collection and school characteristics such as socioeconomic status and school demography. Participating teachers across the two waves (n = 1,830, n = 1,559) worked within 47 different schools in a large Southwestern school district. Multilevel modeling was used, and in line with previous research conducted in the school years right before and after the pandemic, teachers' appraisals of classroom demands and resources were associated with job satisfaction and ratings of instructional support. Most of the variance in risk for stress was accounted for at the individual teacher level, as opposed to the school level, and the strength of these associations was very consistent across school settings.
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  Data: 2026
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  Data: EJ1495154
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        Value: 10.1007/s11218-025-10152-3
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      – Text: English
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        PageCount: 33
    Subjects:
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Teaching Conditions
        Type: general
      – SubjectFull: Job Satisfaction
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: COVID-19
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      – SubjectFull: Pandemics
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      – SubjectFull: Resources
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      – SubjectFull: Teacher Responsibility
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      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Racial Differences
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      – SubjectFull: Ethnicity
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Minority Group Students
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      – SubjectFull: Low Income Students
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      – SubjectFull: Elementary Secondary Education
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      – SubjectFull: Administrator Responsibility
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    Titles:
      – TitleFull: Examining Teacher Appraisals and Occupational Health Indicators across School Contexts Following COVID-19
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