A new article by Herman, Hickmon-Rosa and Reink (2018) explores the relationship between teacher stress and pupil outcomes.
Their study, which was published in the Journal of Positive Behavior Interventions, included 121 teachers and 1,817 pupils between kindergarten and fourth grade (Years 1-5) from nine elementary (primary) schools in an urban Midwestern school district in the U.S. Data included survey responses from teachers on their levels of burnout, stress, efficacy and coping. Pupil outcome measures included teacher reports of pupil behaviour and the Woodcock–Johnson III Test of Achievement.
- Based on the data, the authors grouped the teachers into four classes: stressed/low coping (3%), stressed/moderate coping (30%), stressed/high coping (60%) and well-adjusted (7%).
- The authors then linked these results with pupil behavioral and academic outcomes, and found that teachers in the high-stress, high-burnout, and low-coping class were associated with the poorest pupil outcomes.
These findings suggest that investing resources in supporting teacher adaptation, both by equipping them with coping skills and by providing more environmental supports, may improve not only their well-being but also the well-being and functioning of pupils in their class.
Source (Open Access): Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100.