International Perspectives on Teacher Stress

Edited by:
Christopher McCarthy, University of Texas at Austin
Richard Lambert, University of North Carolina at Charlotte
Annette Ullrich, Baden-Württemberg Cooperative State University

A volume in the series: Research on Stress and Coping in Education. Editor(s): Gordon S. Gates, Washington State University. Shannon Calderone, Washington State University.

Published 2012

This book is the latest volume in the Research on Stress and Coping in Education series. The authors present original research and current theory regarding the realities of coping with the stresses of teaching. The chapters highlight working conditions for teachers around the globe and the processes and strategies that teachers use to survive and thrive in their daily work with students, families, and educational administrators. Both stress researchers and educational policy makers will find the chapters offer insights into sources of stress for teachers, strategies for stress prevention and coping, and the negative consequences that stress can have on teacher retention. Researchers from Norway, Turkey, Greece, the United States, the Netherlands, Germany, Russia, Italy, and China illustrate through a variety of research methods both the centrality of cultural context and the commonalities of teacher experiences around the world.

CONTENTS
Acknowledgements. Introduction. PART I: UNDERSTANDING INTERNATIONAL TEACHER STRESS USING A MULTIMETHOD, MULTI-CONTEXT APPROACH. The Impact of Cultural Values, Country Characteristics, and Educational Reform on Teacher Stress Levels in Norway, Mette Baran. Elementary Level Mathematics Teachers’ Stress at a Time of Curriculum Reform in Turkey, Emine Erktin and Zahid Kısa. Student Teachers’ Epistemological Beliefs, Conceptions about Teaching and Learning and Perceived Stress During Practicum: Are They Related? Constantinos M. Kokkinos, George Stavropoulos, and Aggeliki Davazoglou. Effects of Stress on Teacher Decision Making, Gokce Gokalp. A Mixed Methods Study of Stress, Coping, and Burnout Among Kindergarten and Elementary Teachers in Germany, Richard G. Lambert, Annette Ullrich, and Christopher J. McCarthy. Early Childhood Teachers’ Experiences with Challenging Student Behavior in Germany, Annette Ullrich, Richard G. Lambert, Christopher J. McCarthy, and Andreas Zimber. Washington State Elementary Teachers’ Stress: The Importance of Occupational Commitment, Gordon S. Gates and Effie Dean. Assessment of Teacher Demands and Resources: Relationship to Stress, Classroom Structural Characteristics, Job Satisfaction, and Turnover, Richard G. Lambert, Christopher J. McCarthy, Colleen McCarthy, Elizabeth Crowe, and Molly Fisher. Assessing Multicultural Competence and Stress with Teachers, Chris McCarthy, Sonia Hart, Colleen McCarthy, Betsy Crowe, Michele Guzmán, Rich Lambert, and Jenson Reiser. Burnout and Coping Strategies Across Primary and Secondary Public Schoolteachers, Russell L. Carson, Costas N. Tsouloupas, and Larissa K. Barber. Effects of Collaborative Problem Solving on Stress, Burnout, and Coping Resources in Early Childhood Special Educators, Jennifer Singleton, Pamela Shue, and JaneDiane Smith. Understanding Teacher Stress in an Age of Globalization, Richard G. Lambert and Annette Ullrich. PART II: UNDERSTANDING INTERNATIONAL TEACHER STRESS USING A MONO-METHOD, MULTI-CONTEXT APPROACH. Measuring the Perceived Incidence of Challenging Student Behavior: The Development of the Utrecht Challenging Student Questionnaire for Teachers (UCSQT), Huub A. Everaert. A Mixed Methods Study of the Responses to Two Open-Ended Questions Regarding Stress in the Classroom from a Sample of Italian Teachers, Stefano Castelli, Alessandro Pepe, and Loredana Addimando. Stress in Teacher–Student Interactions and Teacher Activeness as a Positive Coping Resource, Andrey Volochkov and Alexey Popov. Teacher Stress in Working with Behavioral Problems of Students in Hong Kong: A Comparative Study, I-Wah Pang and Sau-Wai Tao. Predictors of Elementary Teachers’ Burnout Symptoms: The Role of Teacher’s Personal Resources, Perceptions of Classroom Stress, and Disruption of Teaching, Christopher J. McCarthy, Richard Lambert, Megan O’Donnell, Sara Villarreal, and Lauren Melendres. Consideration for a Global Approach to Understanding and Preventing Teacher Stress, Christopher McCarthy, Ryan Douglas, and Monique Shah Kulkarni. About the Contributors.