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Cited by 739Stress and Burnout ResearchOccupational Health and BurnoutStudent Stress and Coping

Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes

Herman, Keith C., Hickmon-Rosa, Jal’et, Reinke, Wendy M.·2018·Journal of Positive Behavior Interventions
DOI 10.1177/1098300717732066
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Abstract

Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers and 1,817 students in grades kindergarten to fourth from nine elementary schools in an urban Midwestern school district. Latent profile analysis was used to determine patterns of teacher adjustment in relation to stress, coping, efficacy, and burnout. These profiles were then linked to student behavioral and academic outcomes. Four profiles of teacher adjustment were identified. Three classes were characterized by high levels of stress and were distinguished by variations in coping and burnout ranging from (a) high coping/low burnout (60%) to (b) moderate coping and burnout (30%), to (c) low coping/high burnout (3%). The fourth class was distinguished by low stress, high coping, and low burnout. Only 7% of the sample fell into this Well-Adjusted class. Teachers in the high stress, high burnout, and low coping class were associated with the poorest student outcomes. Implications for supporting teachers to maximize student outcomes are discussed.

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  • The association found between teacher stress and student outcomes in this study is consistent with the results of Herman et al. (2018).

    “The association found between teacher stress and student outcomes was consistent with the results of Herman et al. (2018), which found teacher ratings of stress were associated with poor student outcomes.”

    From Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools (2024) · cites this paper as Herman et al. (2018)

    The Discussion reports that the Stressed/Low Coping teacher profile was associated with the worst student outcomes. It also says that stress alone did not distinguish the profiles: most teachers reporting high stress had high coping and no adverse student outcomes associated with their classrooms. The citation therefore supports an association involving stress and coping profiles, but not the unqualified claim that teacher stress ratings alone were associated with poor outcomes. (LLM, conf=0.88)

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  • Two studies adopted experimental designs, randomly assigning teachers and classrooms to a professional development program or control, and to a classroom management training program or control.

    “Lastly, two studies adopted experimental designs.The first randomly assigned teachers (and their classrooms) to a professional development program (”

    From Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes (2021) · cites this paper as Herman et al., 2018

    The Procedures section says 51 teachers were randomly assigned to the Incredible Years professional-development intervention, and the Participants section identifies a larger randomized classroom-management trial. But this paper analyzed teacher stress and coping profiles using intervention, control, and follow-up teachers; it did not itself test the intervention experimentally. The source also cannot establish the design of the other study mentioned in the claim. (LLM, conf=0.86)

    Experimental — accuracy not yet measured

  • A profile of high burnout and stress and low on coping is associated with worse mathematics achievement than a profile of second lowest on burnout, stress and high on coping.

    “Of four latent profiles, a profile of high burnout and stress and low on coping was associated with worse mathematics achievement than a profile of second lowest on burnout, stress and high on coping (d = 1.03, p < .05).”

    From Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes (2021) · cites this paper as Herman et al. (2018)

    The Results identify four profiles, including a high-stress, high-burnout, low-coping class and a high-stress, low-burnout, high-coping class. Student Outcomes reports lower math achievement in the former class (M = 93.14 versus 98.00; p < .05). The cited paper’s passages do not report the sentence’s effect size of d = 1.03. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

  • In a recent US study, 93% of 121 urban elementary school teachers reported experiencing high levels of stress.

    “A recent US study by Herman et al. (2018) found out of 121 urban elementary school teachers, 93% reported experiencing high levels of stress.”

    From Teacher stress and supports, classroom practices and student outcomes in high poverty urban elementary schools (2024) · cites this paper as Herman et al., 2018

  • Eight studies examined outcomes relevant to student performance, of which seven examined academic achievement.

    “Eight studies examined outcomes that are relevant to student performance.Of these studies, seven examined academic achievement (Arens & Morin, 2016;Coman, 2013;Herman et al., 2018;Hoglund et al., 2015;Klusmann et al., 2008;Klusmann et al., 2016;Reyes et al., 2012).”

    From Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes (2021) · cites this paper as Herman et al., 2018

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Cites

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Research works printed but not linked: 6

  1. [9]9. Eddy, C., Herman, K. C., & Reinke, M. W. (2017, August). Single-item teacher stress and coping measures. Poster pre- sented at the American Psychological Association Conference, Washington, DC.
  2. [14]14. Herman, K. C., & Reinke, W. (2015). Stress management for teachers: A proactive guide. New York, NY: Guilford Press.
  3. [23]23. Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and cop- ing. New York, NY: Springer.
  4. [28]28. Maslach, C., Jackson, S. E., & Leiter, M. P. (1996). The Maslach Burnout Inventory (3rd ed.). Palo Alto, CA: Consulting Psychologists Press.
  5. [29]29. Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burn- out. Annual Review of Psychology, 52, 397-422.
  6. [36]36. Muthén, L. K., & Muthén, B. O. (2010). Mplus user's guide (6th ed.). Los Angeles, CA: Author.

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Authors
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M.
Affiliations
University of Missouri (US)
Corresponding author
Herman, Keith C.
ORCID
Venue
Journal of Positive Behavior Interventions
Publisher
SAGE Publications
Published
2017-10-06
Volume
20
Issue
2
Pages
90-100
ISSN
  • 1098-3007 (ISSN-L)
  • 1538-4772
DOI
10.1177/1098300717732066
OpenAlex
W2761965040
Semantic Scholar
ba885e297a63472071b910a4d0cd326469af73c3
Cited by
739
References
49
Citations by year
2026: 158 · 2025: 100 · 2024: 79 · 2023: 108 · 2022: 111 · 2021: 94 · 2020: 54 · 2019: 30 · 2018: 5
FWCI
34.87
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Journal of Positive Behavior Interventions (publishedVersion)
Funders
Institute of Education Sciences (R305A100342)
Topics
  • Social Sciences › Psychology › Social Psychology › Stress and Burnout Research
  • Health Sciences › Health Professions › Occupational Therapy › Occupational Health and Burnout
  • Social Sciences › Psychology › Developmental and Educational Psychology › Student Stress and Coping
Keywords
teacher stress, teacher burnout, teacher self-efficacy, teacher coping, student misbehavior, academic performance, primary school teachers, teacher well-being

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