The DOI matches its Crossref record; 116 of the 117 references it cites were found in a registry or an index.
Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices
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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In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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
In the citing paper
“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)
In the citing paper
“Teachers are also likely to experience workplace fatigue (Fitchett et al., 2021) and burnout (Haberman, 2005; Bottiani et al., 2019) as a result of work-related stress.”
From Mental and physical training with meditation and aerobic exercise improved mental health and well-being in teachers during the COVID-19 pandemic (2022) · cites this paper as Bottiani et al., 2019
In the citing paper
“The psychological balance and health of teachers depend on preventing the factors that have been associated with this syndrome.”
From Latent Profiles of Burnout, Self-Esteem and Depressive Symptomatology among Teachers (2020) · cites this paper as [61]
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MacIntyre, P. D., Gregersen, T., & Mercer, S. (2020) · System · doi:10.1016/j.system.2020.102352 · Cited by 934
A Systematic Review of the Factors That Influence Teachers’ Occupational Wellbeing
Nwoko, J. C., Emeto, T. I., Malau‐Aduli, A. E. O., & Malau‐Aduli, B. S. (2023) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph20126070 · Cited by 358
Pânişoară, I. O., Lazăr, I., Pânişoară, G., Chirca, R., & Ursu, A. S. (2020) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph17218002 · Cited by 313
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Teacher stress and anxiety during COVID-19: An empirical study.
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Metadata
- 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.
- Venue
- Journal of School Psychology
- Publisher
- Elsevier BV
- Published
- 2019-12
- Volume
- 77
- Pages
- 36-51
- ISSN
- 0022-4405 (ISSN-L)
- 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
- 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 › Medicine › Public Health, Environmental and Occupational Health › 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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