Abstract
This chapter explores three context and education system factors that are implicated in educators ’ experiences of stress in the workplace: occupational support, interpersonal relationships , and educational policy changes. More precisely, the first factor concerns occupational support provided to educators to conduct their work with a specific focus on principals’ provision of autonomy support. Autonomy support stems from self-determination theory and refers to the extent to which an authority figure supports individuals’ self-determination in a particular context. The second factor concerns the relational context of teaching with a focus on educators ’ relationships with students and colleagues. The third factor concerns the impact of systemic factors in educational policy . For this, we have focused on the impacts of standardized testing and educational innovations . Together, the three overarching factors represent defining features of school and educational systems that shape educators ’ work and their experiences of stress in that environment. Overall, our aim is to broaden understanding of the role that schools and educational systems play in educators ’ psychological functioning at work.
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Collie, R.J., Perry, N.E., Martin, A.J. (2017). School Context and Educational System Factors Impacting Educator Stress. In: McIntyre, T., McIntyre, S., Francis, D. (eds) Educator Stress. Aligning Perspectives on Health, Safety and Well-Being. Springer, Cham. https://doi.org/10.1007/978-3-319-53053-6_1
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