Abstract
Teacher stress can be conceptualized as an imbalance between risk and protective factors. Stress emanates from risk factors at the personal, interpersonal, and organizational levels. When risk factors exceed protective factors, teacher ability to cope with adversity is inhibited, likely resulting in stress and pernicious consequences. In this paper we draw on empirical evidence as well as our own professional efforts at reducing stress among novice teachers to explain the phenomenon and recommend interventions.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 104-111 |
| Number of pages | 8 |
| Journal | Theory into Practice |
| Volume | 55 |
| Issue number | 2 |
| DOIs | |
| State | Published - Apr 2 2016 |
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ASJC Scopus subject areas
- Education
Cite this
Teacher Stress : What It Is, Why It’s Important, How It Can be Alleviated. / Prilleltensky, Isaac; Neff, Marilyn; Bessell, Ann.
In: Theory into Practice, Vol. 55, No. 2, 02.04.2016, p. 104-111.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Teacher Stress
T2 - What It Is, Why It’s Important, How It Can be Alleviated
AU - Prilleltensky, Isaac
AU - Neff, Marilyn
AU - Bessell, Ann
PY - 2016/4/2
Y1 - 2016/4/2
N2 - Teacher stress can be conceptualized as an imbalance between risk and protective factors. Stress emanates from risk factors at the personal, interpersonal, and organizational levels. When risk factors exceed protective factors, teacher ability to cope with adversity is inhibited, likely resulting in stress and pernicious consequences. In this paper we draw on empirical evidence as well as our own professional efforts at reducing stress among novice teachers to explain the phenomenon and recommend interventions.
AB - Teacher stress can be conceptualized as an imbalance between risk and protective factors. Stress emanates from risk factors at the personal, interpersonal, and organizational levels. When risk factors exceed protective factors, teacher ability to cope with adversity is inhibited, likely resulting in stress and pernicious consequences. In this paper we draw on empirical evidence as well as our own professional efforts at reducing stress among novice teachers to explain the phenomenon and recommend interventions.
UR - http://www.scopus.com/inward/record.url?scp=84963553287&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84963553287&partnerID=8YFLogxK
U2 - 10.1080/00405841.2016.1148986
DO - 10.1080/00405841.2016.1148986
M3 - Article
AN - SCOPUS:84963553287
VL - 55
SP - 104
EP - 111
JO - Theory into Practice
JF - Theory into Practice
SN - 0040-5841
IS - 2
ER -