Since relatively little is known about factors that contribute to stress and burnout among urban school teachers specifically or how these aspects of teacher occupational wellbeing relate to their use of effective classroom practices, the current study examined the interplay of job demands and resources, stress and burnout, and effective classroom practices (operationalized as warm-demanding teaching).
Two discrete observational measures, in addition to teacher self-report, were collected from a sample of 255 teachers in 33 low-income, urban middle schools. Findings indicated that White teachers, female teachers, and teachers in low-income schools reported higher stress and burnout. Teachers reporting more self-efficacy, affiliation with colleagues, and student emphasis on their academics (i.e., more resources) reported lower stress and burnout; furthermore, adding resources to the model attenuated associations between student disruptive behaviors and stress and burnout. In turn, stress was associated with lower levels of observed demanding teaching (instructional dialogue); however, surprisingly, burnout was related to higher levels of observed teacher warmth (sensitivity). These findings are discussed in relation to prior research and consider implications for future research and professional development for teachers. (publisher abstract modified)
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