Examining teacher stress-vulnerability in the US secondary school context.

Fitchett, Paul Graven; McCarthy, Christopher J; Lambert, Richard G.; Eyal, Maytal; Playfair, Emily C; Dillard, Jendayi B

doi:10.1080/00131911.2019.1619521

Cited by 18Occupational Health and BurnoutStress and Burnout ResearchTeacher Professional Development and Motivation

Examining teacher stress-vulnerability in the US secondary school context.

Fitchett, Paul Graven, McCarthy, Christopher J, Lambert, Richard G., Eyal, Maytal, Playfair, Emily C, Dillard, Jendayi B·2021·Educational Review

DOI 10.1080/00131911.2019.1619521

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Abstract

Understanding how teachers appraise their environments for potential demands and resources can inform education stakeholders interested in mitigating vocational stress. Using data from the United States National Center for Education Statistics Schools and Staffing Survey, the current study examined how secondary teachers’ appraisals of their workplace environments correlated with their risk for stress, workplace fatigue, and occupational commitment to remain in teaching. Findings indicated that teachers who perceive greater classroom control were less vulnerable to occupational stress and other vocational concerns. Teachers working out of their subject area field were associated with higher susceptibility to workplace fatigue. Unique to the secondary education environment, results also found that schools with high concentrations of stress-vulnerable teachers were associated with higher levels of average workplace fatigue and lower levels of occupational commitment. The results of this study suggest that “upstream” interventions, aimed at addressing systemic issues within schools, might ameliorate the risk for stress among secondary school teachers.

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Teacher stress factors contribute to low job satisfaction, reduced occupational commitment, and high rates of attrition.
“Together, these factors contribute to low job satisfaction (Liu and Ramsey, 2008; McCarthy, 2019), reduced occupational commitment (McCarthy, 2019; Fitchett et al., 2021), and high rates of attrition (Boe et al., 2008; Conley and You, 2009).”
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 Fitchett et al., 2021
Teachers are likely to experience workplace fatigue and burnout as a result of work-related stress.
“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 Fitchett et al., 2021

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Irene Hii Chin, Y. (2019) · Unimas Institutional Repository (Universiti Malaysia Sarawak)
Examining Elementary Teachers’ Risk for Occupational Stress: Associations with Teacher, School, and State Policy Variables
Lambert, R. G., McCarthy, C. J., Fitchett, P. G., & Eyal, M. (2018) · Teachers College Record The Voice of Scholarship in Education · doi:10.1177/016146811812001205 · Cited by 18 · see citing works
Self-citation
Sources and patterns of stress among teachers : the case of Lusaka secondary schools
Namangala, P. H. (2011)

Authors: Fitchett, P. G., McCarthy, C. J., Lambert, R. G., Eyal, M., Playfair, E. C., & Dillard, J. B.
Affiliations: University of North Carolina at Charlotte (US)
The University of Texas at Austin (US)
Corresponding author: Fitchett, Paul Graven
ORCID: Fitchett, Paul Graven
McCarthy, Christopher J
Lambert, Richard G.
Dillard, Jendayi B
Venue: Educational Review
Publisher: Informa UK Limited
Published: 2019-06-24
Volume: 73
Issue: 2
Pages: 170-193
ISSN: 0013-1911 (ISSN-L)
1465-3397
DOI: 10.1080/00131911.2019.1619521
OpenAlex: W2955270921
Cited by: 18
References: 85
Citations by year: 2026: 3 · 2025: 8 · 2024: 3 · 2023: 2 · 2022: 2
FWCI: 1.07
Type: journal article
Language: en
Open access: closed
Locations: Educational Review (publishedVersion)
Funders: Spencer Foundation (201500094)
Topics: Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
Social Sciences › Education › Teacher Professional Development and Motivation
Keywords: teacher stress, stress vulnerability, secondary school teachers, occupational fatigue, occupational commitment, classroom control, teacher retention, occupational stress, Schools and Staffing Survey

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