Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm

Figures & data

Figure 1. Overview of the selection process of the final study sample. Number of students, teachers and schools.

Table 1. Descriptives of the data. n = 5367 students distributed across 46 upper secondary schools.

Individual-level	Mean	S.D	Range
Dependent variables
School satisfaction^a	11.1	2.5	4–16
Perceived teacher caring^b	18.7	3.6	7–28
Independent variables
Gender	N	%
Boys	2534	47.2
Girls	2833	52.8
Family type
Two custodial parents	3400	63.4
Other	1967	36.7
Parents’ education
No one with post-secondary education	1839	34.3
At least one with post-secondary education	3528	65.7
Migration background
Lived in Sweden ≥10 years	4846	90.3
Lived in Sweden <10 years	521	9.7
School-level	Mean	S.D	Range
Teacher stress	0.1	0.97	−4.5–2.3
Teacher fatigue	0.0	0.96	−3.5–4.1
Teacher depressed mood	0.1	0.95	−5.0–2.6
Proportion with students with foreign background	41.4	21.7	6.0–95.7
Proportion of students with post-secondary educated parents	51.4	24.9	7.0–86.3
Number of students per teacher	16.5	3.4	5.1–26.7
Proportion of teachers with
a pedagogical degree	84.6	11.6	41.6–100
School type	N	%
Public	3241	60.4
Independent	2126	39.6

^an = 4760.

^bn = 4523.

Table 2. Two-level linear regression analyses of student-reported school satisfaction regressed on school-level measures of teacher-reported stress, fatigue, and depressed mood with 95% Confidence Intervals. n = 4760 students in 46 upper secondary schools.

	School satisfaction (n = 4760)
	Empty model^a	Model 1^b [95% CI]	Model 2^c [95% CI]	Model 3^d [95% CI]
		b	b	b
Teacher stress		−0.26*** [−.41, −.11]	−0.24*** [−.39, −.10]	−0.26*** [−.42, −.11]
School level variance	0.40	0.31	0.29	0.28
ICCschool	0.065	0.051	0.049	0.047
R^2		0.23	0.26	0.30
Teacher fatigue		−0.26*** [−.41, −.11]	−0.24** [−.39, −.09]	−0.26** [−.42, −.09]
School level variance	0.40	0.32	0.30	0.29
ICCschool	0.065	0.053	0.051	0.049
R^2		0.20	0.24	0.27
Teacher depressed mood		−0.20** [−.35, −.05]	−0.18* [−.33, −.04]	−0.19* [−.35, −.02]
School level variance	0.40	0.35	0.33	0.32
ICCschool	0.065	0.057	0.055	0.053
R^2		0.13	0.17	0.20

***p < 0.001 **p < 0.01 *p < 0.05.

^aEmpty model contains no independent variables.

^bIncludes only one independent variable (teacher stress / teacher fatigue / teacher depressed mood).

^cModel 2 + student-level variables (gender, family type, parents’ education, and migration background).

^dModel 3 + school-level variables (proportion of students with foreign background, proportion of students with post-secondary educated parents, number of students per teacher, proportion of teachers with a pedagogical degree and school type).

Table 3. Two-level linear regression analyses of student-reported perceived teacher caring regressed on school-level measures of teacher-reported stress, fatigue, and depressed mood with 95% Confidence Intervals. n = 4523 students in 46 upper secondary schools.

	Perceived teacher caring (n = 4523)
	Empty model^a	Model 1^b [95% CI]	Model 2^c [95% CI]	Model 3^d [95% CI]
		b	b	b
Teacher stress		−0.49*** [−.72, −.26]	−0.45*** [−.67, −.22]	−0.36** [−.59, −.13]
School level variance	1.20	0.84	0.80	0.58
ICCschool	0.092	0.066	0.064%	0.047
R^2		0.31	0.33	0.52
Teacher fatigue		−0.39** [−.64, −.14]	−0.35** [−.60, −10]	−0.35** [−.60, −.11]
School level variance	1.20	1.00	0.94	0.60
ICCschool	0.092	0.078	0.074	0.049
R^2		0.17	0.22	0.50
Teacher depressed mood		−0.38** [−.62, −.14]	−0.34** [−.57, −.10]	−0.30* [−.54, −.07]
School level variance	1.20	0.99	0.94	0.63
ICCschool	0.092	0.077	0.074	0.051
R^2		0.18	0.22	0.48

***p < 0.001 **p < 0.01 *p < 0.05.

^aEmpty model contains no independent variables.

^bIncludes only one independent variable (teacher stress / teacher fatigue / teacher depressed mood).

^cModel 2 + student-level variables (gender, family type, parents’ education, and migration background).

^dModel 3 + school-level variables (proportion of students with foreign background, proportion of students with post-secondary educated parents, number of students per teacher, proportion of teachers with a pedagogical degree and school type).