Too Stressed to Teach? Teaching Quality, Student Engagement, and IEP Outcomes

In the paper

“The annual attrition rate for special educators (13%) is twice that of general educators, and the three-year attrition rate is approximately 25% (Cook & Boe, 2007; McLeskey & Billingsley, 2008).”

What the sources say

• Disputed

  In “What are Trends in the Annual Supply of Degree Majors in Teacher Preparation?” (page unavailable), the paper says annual exit attrition percentages for special and general educators are very similar, contrary to the claimed twofold difference. Its 25% figure describes the share of beginning teachers who leave and cite potentially addressable reasons—not the share who leave over three years. The passage does not report a 13% annual attrition rate. (LLM, conf=0.90)

  Checked by a reasoning model — may be wrong.

  cites Cook & Boe, 2007 sourceExperimental — accuracy not yet measured
• ?Not checked — no full text of the sourcecites McLeskey & Billingsley, 2008 source

In the paper

“Using depressive symptoms as a proxy for burnout and stress, McLean and Connor found that teachers’ depressive symptoms were negatively correlated with teaching quality and student achievement in math.”

What the sources say

• Partly supported

  The Results report a negative correlation between teachers’ depressive symptoms and classroom-learning-environment quality. They also report weaker math gains for students who began the year with weaker math skills, but not a general negative correlation with math achievement: the teacher-depression main effect in Table 4 was not significant. The citing sentence omits that condition. (LLM, conf=0.87)

  cites McLean and Connor, 2015 sourceExperimental — accuracy not yet measured

In the paper

“To verify ASD, students were screened for autism with the Modified Checklist for Autism in Toddlers (M-CHAT; Robins, Fein, Barton, & Green, 2001) or the Social Communication Questionnaire (SCQ; Berument, Rutter, Lord, Pickles, & Bailey, 1999), depending on age. Students were then evaluated using the Autism Diagnostic Observation Schedule (Lord et al., 2000) to verify diagnosis by an evaluator with”

What the sources say

• ?Not checked — no full text of the sourcecites Robins, Fein, Barton, & Green, 2001 source
• Partly supported

  The paper’s Background and Method passage describes developing and testing the Autism Screening Questionnaire (ASQ) as a screening measure for pervasive developmental disorders. Our copy does not identify it as the Social Communication Questionnaire (SCQ), so the specific instrument identification is not established. The M-CHAT and ADOS portions of the citing sentence have separate citations and are not attributed to this paper. (LLM, conf=0.76)

  cites Berument, Rutter, Lord, Pickles, & Bailey, 1999 sourceExperimental — accuracy not yet measured
• ?Not checked — no full text of the sourcecites Lord et al., 2000 source

In the paper

“The existing literature has described burnout as having an indirect negative influence on student learning through its effect on attrition.”

What the sources say

• ?Not checked — no full text of the sourcecites McLeskey & Billingsley, 2008 source
• Partly supported

  The Discussion’s Theoretical and Practical Implications section says emotional stress is a primary reason teachers leave the profession. The Discussion also links teachers’ depressive symptoms to weaker student math achievement, but identifies classroom quality—not attrition—as the mediator. The paper does not establish the claimed burnout → attrition → student learning pathway; page numbers are unavailable in our copy. (LLM, conf=0.85)

  cites McLean & Connor, 2015 sourceExperimental — accuracy not yet measured

In the paper

“Teachers who are stressed or experience burnout are more likely to leave school, leading to an unstable and potentially lower quality teaching workforce, which in turn may negatively influence student learning”

What the sources say

• ?Not checked — no full text of the sourcecites McLeskey & Billingsley, 2008 source
• Partly supported

  The Discussion’s Theoretical and Practical Implications section (page unavailable) identifies emotional stress and poor emotion management as reasons teachers leave the profession. The Discussion also links teachers’ depressive symptoms to lower classroom quality and weaker student math achievement. It does not establish the claimed chain in which burnout or stress leads to turnover, an unstable or lower-quality teaching workforce, and harm to student learning. (LLM, conf=0.87)

  cites McLean & Connor, 2015 sourceExperimental — accuracy not yet measured

In the paper

“it fails to provide additional information about the unique effect of personal accomplishment compared to other similar yet different constructs, such as teacher self-efficacy (Evers, Brouwers, & Tomic, 2002; Savas, Bozgeyik, & Eser, 2014).”

What the sources say

• ?Not checked — no full text of the sourcecites Evers, Brouwers, & Tomic, 2002 source
• Supported

  The Data Collection Technique section identifies personal accomplishment as a burnout subscale, but the Findings and Table 4 analyze teacher self-efficacy as a predictor of overall burnout, controlling for age, sex, and seniority. They do not estimate a separate effect of personal accomplishment alongside self-efficacy, so the cited study does not clarify its unique effect relative to self-efficacy. Page numbers were not available in our copy. (LLM, conf=0.88)

  cites Savas, Bozgeyik, & Eser, 2014 source

In the paper

“whereas stress was directly related to teaching quality and student engagement, which were more proximal effects.”

In the paper

“there was a significant direct effect, but no indirect effect, between teachers’ personal accomplishment and IEP outcomes”

• Also stated in: § The Mediating Role of Teaching Quality and Student Engagement · plain

  “total indirect effect = −.05, SE = .08, 95% CI= −.22, .08; direct effect = −.33, SE = .15, 95% CI = −.65, −.03”

In the paper

“Student discipline problems, poor teacher-student relationships, lack of student progress, and diversity of student needs have been directly linked to increased teacher attrition (Billingsley, 2004; Billingsley & Cross, 1991).”

What the sources say

• ?Not checked — no full text of the sourcecites Billingsley, 2004 source
• ?Not checked — no full text of the sourcecites Billingsley & Cross, 1991 source

In the paper

“Similarly, among students with specific disabilities, those with autism spectrum disorders (ASD) appear to be particularly challenging (Jennett, Harris, & Mesibov, 2003).”

What the sources say

• ?Not checked — no full text of the sourcecites Jennett, Harris, & Mesibov, 2003 source

In the paper

“As many as 40% of teachers may experience burnout (Jarvis, 2002) and thus are at high risk for leaving the profession.”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Jarvis, 2002

In the paper

“The TBS has good internal consistency (Cronbach’s alpha = .85; Mahoney & Wheeden, 1999) and was also good in the current study (Cronbach’s alpha = .85).”

What the sources say

• ?Not checked — no full text of the sourcecites Mahoney & Wheeden, 1999 source

In the paper

“Emerging evidence suggests that burnout and stress are related but may have different antecedents, correlates, and consequences.”

In the paper

“In contrast, job importance correlated more strongly with burnout than with stress, consistent with the idea that burnout is a generalized, negative psychological condition that restricts positive views towards one’s job.”

What the sources say

• ?Not checked — no full text of the sourcecites Pines and Keinan, 2005 source

In the paper

“However, depression only has modest overlap with burnout (Brenninkmeyer, Van Yperen, & Buunk, 2001) and fails to include all the factors generally thought to underlie burnout (Maslach & Leiter, 1999).”

What the sources say

• ?Not checked — no full text of the sourcecites Brenninkmeyer, Van Yperen, & Buunk, 2001 source
• ?Not checked — no full text of the sourcecites Maslach & Leiter, 1999 source

In the paper

“More problematically, most studies have been atheoretical and have neither proposed nor tested a model for understanding the antecedent and consequent variables of teacher burnout and its effects on teacher behavior and student outcomes as suggested by Maslach and Leiter (1999; Shen et al., 2015).”

What the sources say

• ?Not checked — no full text of the sourcecites Maslach and Leiter, 1999 source
• ?Not checked — no full text of the sourcecites Shen et al., 2015 source

In the paper

“COMPASS accounted for 23% of the variance in learning outcomes of students with ASD, favoring the experimental group (Ruble et al., 2010; Ruble et al., 2013).”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Ruble et al., 2010
• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Ruble et al., 2013

In the paper

“As mentioned before, many studies assume a simple causal effect of teacher stress on burnout (Abel & Sewell, 1999; Russell, Altmaier, & Van Velzen, 1987) or treat stress and burnout as largely similar constructs (e.g., Howard & Johnson, 2004; Roeser et al., 2013).”

What the sources say

• ?Not checked — no full text of the sourcecites Abel & Sewell, 1999 source
• ?Not checked — no full text of the sourcecites Russell, Altmaier, & Van Velzen, 1987 source
• ?Not checked — no full text of the sourcecites Howard & Johnson, 2004 source

In the paper

“Two independent raters, an experienced consultant who worked with students with ASD and a trained graduate student, scored the IEP goals at the beginning prior to group assignment. One rater unaware of group assignment scored progress at the end of the school year.”

In the paper

“The model suggests that burnout results from the interaction among task qualities (e.g., work demands, work overload, role ambiguity, role conflict), social support (e.g., collegial support), organizational characteristics (e.g., school culture), teachers’ personal qualities (e.g., personality, motivation), and political, policy, economic context, and ecology of the school (e.g., societal values,”

What the sources say

• ?Not checked — no full text of the sourcecites Maslach and Leiter, 1999 source

In the paper

“Specifically, stress is intended to measure the immediate influence of stressors on the individual and can be assessed in terms of a specific stressor (a particular student) or more generally (teaching in general); whereas burnout is intended to measure the chronic influence of such stressors and is usually assessed globally rather than specifically.”

In the paper

“student IEP outcomes were assessed using PET-GAS by an observer unaware of group assignment.”

In the paper

“The raters also independently evaluated interobserver reliability for a subsample of forty percent of the participants. The ICC was also high (r > .90, p < .01).”

In the paper

“The data set was originally used for another primary purpose, and the research questions of the current study were finalized after data collection.”

In the paper

“Moreover, low levels of personal accomplishment led to increased levels of stress, whereas high levels of depersonalization led to decreased levels of stress.”

What the sources say

• ?Not checked — no full text of the sourcecites McManus et al., 2002 source

In the paper

“Maslach, Jackson, and Leiter (1997) developed a tripartite model of burnout that includes emotional exhaustion (feelings of being overextended), depersonalization (negative and cynical attitudes), and reduced personal accomplishment (negative evaluation of self in relation to job performance).”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Maslach, Jackson, and Leiter, 1997

In the paper

“To check reliability, raters independently coded 20% of PET-GAS forms for comparability of three psychometric properties: measurability, equidistance, and difficulty. The intraclass correlation (ICC) for average agreement on these features was high (r > .90, p < .01).”

In the paper

“Internal consistency (α) was very good .96 (Greene et al., 1997).”

What the sources say

• ?Not checked — no full text of the sourcecites Greene et al., 1997 source

In the paper

“The MBI has good internal consistency (α = 0.71-.90; Maslach et al., 1997).”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Maslach et al., 1997

In the paper

“The AES demonstrated good internal consistency (Cronbach’s alpha = .86) and interrater reliability (r = 0.88, p < .01).”

In the paper

“Further, the number of words used was associated with measures of task quality, such as teacher-student ratio.”

In the paper

“group assignment was controlled in all analyses using variables collected after randomization.”

• Also stated in: § Data Collection and Analysis · plain

  “Group assignment was also controlled in the mediation analyses.”

• Also stated in: § Data Collection and Analysis · plain

  “Group assignment was used as a control variable in the regression analyses because PET-GAS was an outcome measure.”

In the paper

“For instance, Pines and Keinan (2005) in a study of 1182 police officers, found that job demands, modeled as antecedent variables, were more highly correlated with perceptions of stress than with burnout.”

What the sources say

• ?Not checked — no full text of the sourcecites Pines and Keinan, 2005 source

In the paper

“Specifically, high levels of emotional exhaustion was related to less student engagement, which in turn was related to poor IEP outcomes”

In the paper

“Burnout, in turn, is posited to have negative and harmful effects on teacher behavior, which results in negative student perceptions and behavior and ultimately poor student outcomes.”

In the paper

“Kokkinos and Davazoglou (2009) found that teaching students with autism posed the most stress in comparison to teaching other groups of students with disabilities such as those with emotional or behavioral problems, ADHD, or intellectual disabilities.”

What the sources say

• ?Not checked — no full text of the sourcecites Kokkinos and Davazoglou, 2009 source

In the paper

“due to the focus on individualized goals, the current study did not include standardized measures.”

In the paper

“increased stress was related to lower teaching quality, which in turn was related to lower student engagement in learning and, then, to poorer IEP outcomes”

In the paper

“This finding is consistent with the way in which burnout and stress were measured.”

In the paper

“the measures of stress, teaching quality, and engagement targeted the same student with ASD.”

In the paper

“Stress is intended to measure the immediate effect of stressors on the individual, whereas burnout is intended to measure the chronic effect of such stressors.”

What the sources say

• ?Not checked — no full text of the sourcecites McManus et al., 2002 source
• ?Not checked — no full text of the sourcecites Pines & Keinan, 2005 source

In the paper

“the MBI is a more generalized questionnaire about teacher burnout and thus does not necessarily capture the teacher’s views of and interactions with a particular student.”

In the paper

“We did not attempt to disentangle the impact of these variables.”

In the paper

“because the current study was designed primarily as a test of an intervention rather than as a direct test of the effects of stress and burnout, other important organizational, teacher-level, and student-level factors were not included (e.g., school climate).”

In the paper

“As a result, their students tend to show less engagement, resulting in poorer outcomes.”

In the paper

“when considering direct effects, teacher stress was directly related to teaching quality and student engagement, whereas personal accomplishment, but not emotional exhaustion or depersonalization, was directly related to student learning outcomes.”

In the paper

“even though some burnout components may not have a direct effect on students learning outcomes, they could lead to decreased teaching quality and lowered student engagement in learning, which then may result in poorer learning outcomes at the end of the school year.”

In the paper

“when depersonalization was high, teaching quality decreased, which led to less student engagement, which was related to worse IEP outcomes”

In the paper

“The Index of Teacher Stress (ITS) measures teacher stress toward a particular student.”

What the sources say

• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Ruble et al., 2010
• ?Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  cites Ruble et al., 2013

In the paper

“all three subscales have either a direct or indirect effect on student outcomes”

In the paper

“burnout, but not stress, may be a more important factor when predicting long-term distal outcomes, whereas stress may be a more significant predictor of proximal teaching quality and student engagement.”

In the paper

“Emotional exhaustion and depersonalization influenced student IEP outcomes indirectly, either through student engagement alone or through student engagement and teaching quality, and, personal accomplishment had only a direct influence on student IEP outcomes.”

In the paper

“there is a concern that a potential halo effect may inflate the results.”

In the paper

“The current study is an improvement on prior research by its use of a fairly large sample of teacher and student dyads and its independent measurement of the effects of burnout and stress on student IEP outcomes over the course of the school year.”

In the paper

“the measures used in the current study obtained good inter-rater reliability and internal consistency”

In the paper

“We did not attempt to understand the potential interactions among all the antecedent and consequent variables associated with burnout and stress.”

In the paper

“both stress and depersonalization influence IEP outcomes through teaching quality and student engagement.”

In the paper

“the study focuses solely on the consequences of burnout.”

In the paper

“the stress measure and burnout measure were conceptually different – the stress measure focused on a single student, whereas the burnout measure captured general burnout.”