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Teachers' situational physiological stress and affect
Anna-Liisa Jõgi1, Lars-Erik Malmberg2, Eija Pakarinen3
1Tallinn University, Estonia; University of Jyväskylä, Finland.
Psychoneuroendocrinology
|January 19, 2023
Summary
Teachers
Area of Science:
- Psychology
- Education
- Physiology
Background:
- Teaching is a high-stress profession.
- Limited understanding of intraindividual relationships between physiological stress and affect in teachers.
- Need for research on situational stress and affect in real-world classroom settings.
Purpose of the Study:
- Investigate associations between situational physiological stress and affect in primary school teachers.
- Examine the acute effects of stress on positive and negative affect during the workday.
- Utilize a novel multilevel structural equation model (MSEM) for analysis.
Main Methods:
- Collected salivary cortisol samples (six per day) from 61 Finnish primary school teachers over two workdays.
- Administered the Positive and Negative Affect Schedule (PANAS) four times daily.
- Employed a novel multilevel structural equation model (MSEM) with time-varying covariates.
Main Results:
- Higher situational physiological stress (cortisol levels) was associated with lower positive affect (e.g., enthusiasm).
- Higher situational physiological stress was linked to higher negative affect (e.g., nervousness).
- Demonstrated acute/situational effects of stress on teachers' affect.
Conclusions:
- Situational stress significantly impacts teachers' immediate affective experiences.
- The sequence of sampling and observation is crucial for stress-affect modeling.
- Findings offer practical insights for enhancing teacher well-being and stress management.
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