NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1062333
Record Type: Journal
Publication Date: 2015-Apr-13
Pages: 37
Abstractor: As Provided
Reference Count: 69
ISSN: EISSN-1068 2341
Identification of Elementary Teachers' Risk for Stress and Vocational Concerns Using the National Schools and Staffing Survey
Lambert, Richard G.; McCarthy, Christopher J.; Fitchett, Paul G.; Lineback, Sally; Reiser, Jenson
Education Policy Analysis Archives, v23 n43 Apr 2015
Transactional models of stress suggest that elementary teachers who appraise classroom demands as higher than classroom resources are more vulnerable to stress and likely to experience vocational concerns. Previous research using the Classroom Appraisal of Resources and Demands (CARD), a measure designed to assess teacher perceptions of classroom demands and resources, has supported transactional models with local samples. The current study replicated this previous research with two waves of large nationally representative data from the Schools and Staffing Survey (1999-2000 and 2007-2008). Theoretically-predicted differences were found, suggesting that an understanding of individual elementary teachers' perceptions of demands and resources in the classroom could have important implications for policy and research aimed at addressing teachers' vocational concerns.
Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Schools and Staffing Survey (NCES)