Personal and contextual factors related to teachers’ experience with stress and burnout

References

• Abel, M. H., & Sewell, J. (1999). Stress and burnout in rural and urban secondary school teachers. The Journal of Educational Research, 92, 287–293.
   Web of Science ®Google Scholar
• Alarcon, G. M. (2011). A meta-analysis of burnout with job demands, resources, and attitudes. Journal of Vocational Behavior, 79, 549–562.
   Web of Science ®Google Scholar
• Biddle, B. J. (1986). Recent developments in role theory. Annual Review of Sociology, 12, 67–92.
   Web of Science ®Google Scholar
• Bottrell, D. (2009). Understanding “marginal” perspectives: Toward a social theory of resilience. Qualitative Social Work, 8, 321–339.
   Google Scholar
• Byrne, B. M. (1991). Burnout: Investigating the impact of background variables for elementary, intermediate, secondary, and university educators. Teaching and Teacher Education, 7, 197–209.
   Web of Science ®Google Scholar
• Byrne, B. M. (1994). Burnout: Testing for the validity, replication, and invariance of causal structures across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31, 645–673.
   Web of Science ®Google Scholar
• Conley, S., & You, S. (2009). Teacher role stress, satisfaction, commitment, and intentions to leave: A structural model. Psychological Reports, 105, 771–786.
   PubMed Web of Science ®Google Scholar
• Creswell, J. W., Plano Clark, V. L., Gutmann, M. L., & Hanson, W. E. (2003). Advanced mixed methods research designs. In A. Tashakkori & C. Teddlie (Eds.), Handbook of mixed methods in social and behavioral research (pp. 209–240). Thousand Oaks, CA: Sage.
   Google Scholar
• Darling-Hammond, L., Amrein-Beardsley, A., Haertel, E., & Rothstein, J. (2012). Evaluating teacher evaluation. Phi Delta Kappan, 93(6), 8–15.
   Web of Science ®Google Scholar
• Darling-Hammond, L., & Lieberman, A. (Eds.). (2012). Teacher education around the world: Changing policies and practices. New York, NY: Routledge.
   Google Scholar
• Day, C., & Gu, Q. (2010). The new lives of teachers. New York, NY: Routledge.
   Google Scholar
• Day, C., & Gu, Q. (2014). Resilient teachers, resilient schools: Building and sustaining quality testing times. Oxon, UK: Routledge.
   Google Scholar
• Day, C., Sammons, P., Stobart, G., Kington, A., & Gu, Q. (2007). Teachers matter: Connecting lives, work and effectiveness. New York, NY: Mc Graw Hill.
   Google Scholar
• Dinham, J., Chalk, B., Beltman, S., Glass, C., & Nguyen, B. (2017). Pathways to resilience: How drawings reveal pre-service teachers’ core narratives underpinning their future teacher-selves. Asia-Pacific Journal of Teacher Education, 45, 126–144.
   Web of Science ®Google Scholar
• Duckworth, A. L., Quinn, P. D., & Seligman, M. E. P. (2009). Positive predictors of teacher effectiveness. The Journal of Positive Psychology, 4, 540–547.
   Web of Science ®Google Scholar
• Dworkin, A. G., & Tobe, P. F. (2014). The effects of standards-based school accountability on teacher burnout and trust relationships: A longitudinal analysis. In D. Van Maele, P. B. Forsyth, & M. Van Houtte (Eds.), Trust and school life (pp. 121–143). New York, NY: Springer.
   Google Scholar
• Fleming, J. L., Mackrain, M., & LeBuffe, P. A. (2013). Caring for the caregiver: Promoting the resilience of teachers. In S. Goldstein & R. B. Brooks (Eds.), Handbook of resilience in children (pp. 387–397). New York, NY: Springer.
   Google Scholar
• Hindin, M. J. (2007). Role theory. In G. Ritzer (Ed.), Blackwell encyclopedia of sociology (pp. 3959–3962). Oxford, UK: Blackwell Publishing.
   Google Scholar
• Johnson, B., Down, B., Le Cornu, R., Peters, J., Sullivan, A., Pearce, H., & Hunter, J. (2014). Promoting early career teacher resilience: A framework for understanding and acting. Teachers and Teaching: Theory and Practice, 20, 530–546.
   Web of Science ®Google Scholar
• Kaplan, H. (1999). Toward an understanding of resilience: A critical review of definitions and models. In M. Glantz & J. Johnson (Eds.), Resilience and development: Positive life adaptations. New York, NY: Kluwer Academic/Plenum Press.
   Google Scholar
• Klassen, R. K. (2010). Teacher stress: The mediating role of collective efficacy beliefs. The Journal of Educational Research, 103, 342–350.
   Web of Science ®Google Scholar
• Konukman, F., Agbuga, B., Erdogan, S., Zorba, E., & Demirhan, G. (2010). Teacher-coach role conflict in school-based physical education in USA: A literature review and suggestions for the future. Biomedical Human Kinetics, 2, 19–24.
   Google Scholar
• Lacey, C. (1977). The socialization of teachers. London, England: Methuen.
   Google Scholar
• Lincoln, Y. S., & Guba, E. (1985). Naturalistic inquiry. New York, NY: Sage.
   Google Scholar
• Lindqvist, P., Nordänger, U. K., & Carlsson, R. (2014). Teacher attrition the first five years: A multifaceted image. Teaching and Teacher Education, 40, 94–103.
   Web of Science ®Google Scholar
• Lux, K., & McCullick, B. A. (2011). How one exceptional teacher navigated her working environment as the teacher of a marginal subject. Journal of Teaching in Physical Education, 30, 358–374.
   Web of Science ®Google Scholar
• Mansfield, C., Beltman, S., Broadley, T., & Weatherby-Fell, N. (2016). Building resilience in teacher education: An evidenced informed framework. Teaching and Teacher Education, 54, 77–87.
   Web of Science ®Google Scholar
• Marks, S. R., & MacDermid, S. M. (1996). Multiple roles and the self: A theory of role balance. Journal of Marriage and the Family, 58, 417–432.
   Web of Science ®Google Scholar
• Maslach, C., Jackson, S. E., & Schwab, R. L. (1996). Maslach burnout inventory – educators survey (MBI-ES). In C. Maslach, S. E. Jackson, & M. P. Leiter (Eds.), MBI study (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
   Google Scholar
• Maslach, C., & Leiter, M. P. (2008). Early predictors of job burnout and engagement. Journal of Applied Psychology, 93, 498–512.
   PubMed Web of Science ®Google Scholar
• Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
   PubMed Web of Science ®Google Scholar
• Metzler, C. A. (2016). Should I stay or should I go? Understanding teacher motivation, job satisfaction, and perceptions of retention among Arizona teachers. International Research in Higher Education, 1(2), 34–45.
   Google Scholar
• Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education, 28, 458–486.
   Google Scholar
• Netemeyer, R. G., Boles, J. S., & McMurrian, R. (1996). Development and validation of work-family conflict and family-work conflict scales. Journal of Applied Psychology, 81, 400–410.
   Web of Science ®Google Scholar
• Nuñez, I. (2015). Teacher bashing and teacher deskilling. In M. F. He, B. D. Schultz, & W. H. Schubert (Eds.), The SAGE guide to curriculum in education (pp. 174–182). Thousand Oaks, CA: Sage.
   Google Scholar
• Parsons, A. W., Ankrum, J. W., & Morewood, A. (2016). Professional development to promote teacher adaptability. Theory into Practice, 55, 250–258.
   Web of Science ®Google Scholar
• Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Regelski, T. (2005). Music and music education: Theory and praxis for “making a difference”. Educational Philosophy and Theory, 37, 7–27.
   Google Scholar
• Richards, K. A. R. (2015). Role socialization theory: The sociopolitical realities of teaching physical education. European Physical Education Review, 21, 379–393.
   Web of Science ®Google Scholar
• Richards, K. A. R., & Hemphill, M. A. (2017). Using role theory to understand the experiences of physical education teachers: Toward role socialization theory. In K. A. R. Richards & K. L. Gaudreault (Eds.), Teacher socialization in physical education: New perspectives (pp. 147–161). New York, NY: Taylor & Francis.
   Google Scholar
• Richards, K. A. R., Levesque-Bristol, C., Templin, T. J., & Graber, K. (2016). The impact of resilience on role stressors and burnout in elementary and secondary teachers. Social Psychology of Education, 19, 511–536.
   Web of Science ®Google Scholar
• Richards, K. A. R., Templin, T. J., & Gaudreault, K. L. (2013). Understanding the realities of school life: Recommendations for the preparation of physical education teachers. Quest, 65, 442–457.
   Web of Science ®Google Scholar
• Santoro, D. A. (2018). Demoralized: Why teachers leave the profession they love and how they can stay. Cambridge, MA: Harvard Education Press.
   Google Scholar
• Sato, M. (2014). What is the underlying conception of teaching of the edTPA? Journal of Teacher Education, 65, 421–434.
   Web of Science ®Google Scholar
• Schaufeli, W. B., Salanova, M., González-Romá, V., & Bakker, A. B. (2002). The measurement of engagement and burnout: A two sample confirmatory factor analytic approach. Journal of Happiness Studies, 3, 71–92.
   Google Scholar
• Seligman, M. E. P., & Csikszentmihalyi, M. (2000). Positive psychology: An introduction. American Psychologist, 55(1), 5–14.
   PubMed Web of Science ®Google Scholar
• Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R., & Spencer, J. (2011). A qualitative study of the sources and impact of stress among urban teachers. School Mental Health, 3, 59–69.
   Google Scholar
• Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and burnout. Journal of Educational Psychology, 99, 611–625.
   Web of Science ®Google Scholar
• Strauss, A., & Corbin, J. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). New York, NY: Sage.
   Google Scholar
• Valli, L., Croninger, R. G., & Walters, K. (2007). Who (else) is the teacher? Cautionary notes on teacher accountability systems. American Journal of Education, 113, 635–662.
   Web of Science ®Google Scholar
• Yonezawa, S., Jones, M., & Singer, N. R. (2011). Teacher resilience in urban schools: The importance of technical knowledge, professional community, and leadership opportunities. Urban Education, 46, 913–931.
   Web of Science ®Google Scholar
• Zhang, Q., & Sapp, D. A. (2008). A burning issue in teaching: The impact of teacher burnout and nonverbal immediacy on student motivation and affective learning. Journal of Communication Studies, 1, 152–168.
   Google Scholar