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Teachers' future time perspective and work-related stress: a day-to-day investigation
Thijmen Van Alphen1, Joost Jansen In De Wal1, Jaap Schuitema1
1Department of Child Development and Education, University of Amsterdam, Amsterdam, The Netherlands.
Background And Objectives:
Teachers often experience work-related stress as anxiety. Future time perspective (FTP) may shape anticipatory appraisal and coping, yet daily ordering with stress in teachers remains unclear.
Design:
15-workday diary study.
Methods:
Secondary school teachers in the Netherlands (N = 151; 1,269 daily reports) completed end-of-day questionnaires on work-related stress (state anxiety indicators) and two work-domain FTP facets: future-oriented cognition and future-oriented affect. Bayesian Dynamic Structural Equation Modeling separated within-teacher fluctuations from between-teacher differences and estimated concurrent and next-workday associations.
Results:
Within teachers, stress was higher on days with more future-oriented cognition and lower with more positive future-oriented affect. No next-workday cross-lagged effects emerged. Between teachers, higher average future-oriented cognition co-occurred with higher average stress, whereas more positive average future-oriented affect co-occurred with lower average stress.
Conclusions:
Future-oriented cognition is not uniformly protective and may reflect anticipatory worry when negatively toned, while positive future-oriented affect aligns with lower stress. Distinguishing cognitive from affective future orientation advances stress-and-coping research and suggests key processes may unfold within the workday.
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