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Cited by 490Stress and Burnout ResearchOccupational Health and BurnoutTeacher Education and Leadership Studies

Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices

Bottiani, Jessika H., Duran, Chelsea A.K., Pas, Elise T., Bradshaw, Catherine P.·2019·Journal of School Psychology
DOI 10.1016/j.jsp.2019.10.002
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Abstract

Stress and burnout are pervasive among public school teachers and amplified in urban schools, where job demands are often high and resources low. Relatively little is known about factors contributing 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. Rather than utilizing objective measures, extant research has relied heavily on teacher self-report of antecedents and consequences of stress and burnout, which have also rarely been examined in tandem. To address this and other gaps in the literature, 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). We discuss these findings in light of prior research and consider implications for future research and professional development for teachers.

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  • Stress negatively impacted urban middle school teachers' use of effective classroom management practices.

    “Research from Bottiani et al. (2019) on urban middle school teachers, discovered stress negatively impacted teachers' use of effective classroom management practices that created a positive learning environment, resulting in more negative student social, emotional, behavioral, and academic outcomes.”

    From Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools (2024) · cites this paper as Bottiani et al., 2019

  • The prevalence of teacher stress is even more significant in urban schools, due to high job demands, low resources, and other unique challenges not typical in rural and suburban schools.

    “The prevalence of teacher stress is even more significant in urban schools, due to high job demands, low resources, and other unique challenges that are not typical in rural and suburban schools (Bottiani et al., 2019; Camacho & Parham, 2019).”

    From Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools (2024) · cites this paper as Bottiani et al., 2019

  • Only two studies to date, by Ouellette et al. (2018) and Bottiani et al. (2019), analyzed interactions among a variety of factors at different levels and whether they predicted stress among urban teachers.

    “However, only two studies to date, by Ouellette et al. (2018) and Bottiani et al. (2019) analyzed interactions among a variety of factors at different levels (i.e., individual factors, classroom factors, and organizational factors), and whether they predicted stress among urban teachers.”

    From Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools (2024) · cites this paper as Bottiani et al., 2019

  • Stress resulted in more negative student social, emotional, behavioral, and academic outcomes.

    “Research from Bottiani et al. (2019) on urban middle school teachers, discovered stress negatively impacted teachers' use of effective classroom management practices that created a positive learning environment, resulting in more negative student social, emotional, behavioral, and academic outcomes.”

    From Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools (2024) · cites this paper as Bottiani et al., 2019

  • The association found between teacher stress and emotional support in this study is consistent with the findings of Bottiani et al. (2019).

    “The association between teacher stress and emotional support was consistent with Bottiani et al. (2019) study which found when teachers rated their relationships with colleagues higher, they reported lower”

    From Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools (2024) · cites this paper as Bottiani et al. (2019)

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Authors
Bottiani, J. H., Duran, C. A. K., Pas, E. T., & Bradshaw, C. P.
Affiliations
  • University of Virginia (US)
  • Johns Hopkins University (US)
Corresponding author
Bottiani, Jessika H.
ORCID
Venue
Journal of School Psychology
Publisher
Elsevier BV
Published
2019-12
Volume
77
Pages
36-51
ISSN
0022-4405 (ISSN-L)
DOI
10.1016/j.jsp.2019.10.002
OpenAlex
W2989925925
Semantic Scholar
c5df9421815917b30354e8453ea27940e1c39c99
Cited by
454
References
117
Citations by year
2026: 62 · 2025: 69 · 2024: 92 · 2023: 88 · 2022: 78 · 2021: 50 · 2020: 15
FWCI
44.92
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Journal of School Psychology (publishedVersion)
  • PubMed (publishedVersion)
  • Grantee Submission
Funders
  • U.S. Department of Education (IES R305A150221)
  • National Institute of Justice (2014-CK-BX-0005)
Topics
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
teacher stress, teacher burnout, urban middle schools, job demands and resources, educational dialogue, teacher warmth, student misbehavior, teacher self-efficacy, low-income schools
MeSH terms
School Teachers, Adaptation, Psychological, Burnout, Professional, Female, Humans, Male, Mid-Atlantic Region, Poverty, Sex Factors, Stress, Psychological, Urban Population, Workload, Self Efficacy, Racial Groups

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