Teachers' daily physiological stress and positive affect in relation to their general occupational well‐being
Jõgi, A., Aulén, A., Pakarinen, E., & Lerkkanen, M. (2023). Teachers' daily physiological stress and positive affect in relation to their general occupational well‐being. British journal of educational psychology, 93(1), 368-385. https://doi.org/10.1111/bjep.12561
Published in
British journal of educational psychologyDate
2023Copyright
© 2022 The Authors. British Journal of Educational Psychology published by John Wiley & Sons Ltd on behalf of British Psychological Society
Background
Teachers' stress, affect and general occupational well-being influence their teaching and their students. However, how teachers' daily physiological stress and positive affect are related in the classroom is unknown. To reduce teachers' stress and enhance their positive affect, it is crucial to understand how occupational well-being relates to stress and affect.
Aim
The aim of the study was to examine the relationships between teachers' daily physiological stress and positive affect in authentic classroom settings and the roles played by teachers' self-efficacy beliefs, perceptions of school climate and burnout symptoms in daily stress and affect.
Sample
The sample consisted of 45 classroom teachers.
Method
Daily physiological stress was assessed by measuring salivary cortisol levels three times in two days. Positive affect was reported by experience sampling at the same time that cortisol was collected. Questionnaires were used to assess self-efficacy beliefs, perceptions of school climate and burnout symptoms. Three-level modelling with random intercepts and slopes was used to analyse the relationships between daily stress and affect and the effect of teachers' general occupational well-being on stress and affect.
Results
No relationships were evident between teachers' physiological stress and positive affect or between daily changes of stress and affect. Self-efficacy beliefs were related to lower stress and higher affect in the middle of the school day. Having sufficient school resources were related to higher positive affect. Teachers' burnout symptoms were associated with lower positive affect.
Conclusions
We emphasize the potential for self-efficacy and perceptions of school resources as targets for intervening in teachers' stress and affect.
...
Publisher
John Wiley & SonsISSN Search the Publication Forum
0007-0998Keywords
Publication in research information system
https://converis.jyu.fi/converis/portal/detail/Publication/159479032
Metadata
Show full item recordCollections
Related funder(s)
Research Council of FinlandFunding program(s)
Academy Project, AoFAdditional information about funding
Finnish Work Environment Fund; Academy of Finland, Grant/Award Number: 317610; Faculty of Education and Psychology, University of Jyväskylä, FinlandLicense
Related items
Showing items with similar title or keywords.
-
Teachers’ situational physiological stress and affect
Jõgi, Anna-Liisa; Malmberg, Lars-Erik; Pakarinen, Eija; Lerkkanen, Marja-Kristiina (Elsevier, 2023)Since teaching is a demanding and stressful profession, the study of teachers’ physiological stress in the classroom setting is an emerging field. In cross-sectional studies self-reported stress and affect are related, but ... -
Teachers' physiological and self‐reported stress, teaching practices and students' learning outcomes in Grade 1
Jõgi, Anna‐Liisa; Pakarinen, Eija; Lerkkanen, Marja‐Kristiina (Wiley, 2023)Background Teachers' self-reported stress is related to the quality of teacher–student interactions and students' learning outcomes. However, it is unclear if teachers' physiological stress is related to child-centred ... -
Psychological Detachment as a Mediator Between Successive Days' Job Stress and Negative Affect of Teachers
Aulén, Anna-Mari; Pakarinen, Eija; Feldt, Taru; Tolvanen, Asko; Lerkkanen, Marja-Kristiina (Frontiers Media SA, 2022)The study investigated the mediating role of teachers' psychological detachment between successive days' job stress and negative affect. Fifty-seven Finnish teachers answered to a mobile diary four times a day on two ... -
Teaching practices mediating the effect of teachers’ psychological stress, and not physiological on their visual focus of attention
Chaudhuri, Saswati; Jõgi, Anna-Liisa; Pakarinen, Eija; Lerkkanen, Marja-Kristiina (Frontiers Media SA, 2023)The aim of the present study was to investigate the association between teachers’ (N = 53) physiological and psychological stress and their visual focus of attention as well as the mediating effect of teaching practices ... -
Teachers’ Focus of Attention in First-grade Classrooms : Exploring Teachers Experiencing Less and More Stress Using Mobile Eye-tracking
Chaudhuri, Saswati; Muhonen, Heli; Pakarinen, Eija; Lerkkanen, Marja-Kristiina (Routledge, Taylor & Francis, 2022)This study investigated teachers’ focus of attention and stress in first-grade classrooms. Teachers’ (n = 53) focus of attention was recorded in fall and spring with a mobile eye-tracking device, and the teachers reported ...