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Stress and strain in teaching: a structural equation approach.

R van Dick¹, U Wagner

¹Faculty of Psychology, Philipps-University Marburg, Germany. vandick@mailer.uni-marburg.de

The British Journal of Educational Psychology

|July 14, 2001

Summary

Teacher stress is influenced by workload and mobbing, but social support and self-efficacy can mitigate these effects. Understanding these factors can help reduce teacher burnout and absenteeism.

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Area of Science:

Educational Psychology
Occupational Health

Background:

School teaching is a high-stress profession.
The Lazarus and Lazarus stress model, adapted by Kyriacou and Sutcliffe, provides a framework for analyzing teacher stress.
Antecedents and consequences of teacher stress are examined.

Purpose of the Study:

To test the theoretical model of teacher stress using structural equation modeling in Study I.
To cross-validate findings and expand the model with additional variables in Study II.
To investigate the impact of stressors, moderators, and coping mechanisms on teacher well-being.

Main Methods:

Two studies were conducted with heterogeneous samples of German school teachers (N=356 in Study I, N=201 in Study II).
Standardized questionnaires assessed stressors (workload, mobbing), stress reactions (physical symptoms), and moderators (social support, self-efficacy).

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Study II additionally measured coping strategies, burnout, and absenteeism.

Main Results:

Structural equation modeling confirmed that workload and mobbing predict stress reactions.
Principal support was found to reduce the perception of workload and mobbing.
Social support and self-efficacy moderated the relationships between variables, and 12% of absenteeism variance was explained by all assessed concepts.

Conclusions:

The study validates and extends the theoretical model of teacher stress.
Limitations include cross-sectional data and self-reported measures.
Practical implications are offered to improve the stressful conditions in school teaching.