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Towards a Dynamic Integrative Theory of Educator Stress

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Educator Stress

Part of the book series: Aligning Perspectives on Health, Safety and Well-Being ((AHSW))

Abstract

This chapter addresses two recent trends in the conceptualization of work stress: recognizing the temporal dynamics of work stress and combining existing theoretical models to increase predictive power and broaden understanding. The chapter illustrates these developments in educator stress research by presenting the results of testing a Dynamic Integrative Teacher Stress (DITS) model. The DITS model combines elements of the Job Demand-Control-Support, Effort-Reward Imbalance and Kyriacou’s models (coping resources) while accounting for the dynamic nature of work stress (temporal changes), personal and contextual factors. It is based on a real-time longitudinal study of teacher stress over two academic years. The study examines whether the model’s predicted independent and moderator effects on teacher strain are confirmed using Ecological Momentary Assessment (EMA) measures, testing effects at the between- and within-person levels. Longitudinal data generated using EMA via the Teacher Stress Diary over 2 years, supports the unique value of the model’s key concepts to predict teachers’ emotional stress responses (negative affect). Higher demand and over-commitment, and lower control, coping and reward, predicted higher emotional strain. The DITS model explained considerable unique variance in emotional strain and, as expected, the integrative model explained more variance than each component alone, suggesting that combined models may be a useful framework for future research and theory development. The model explained both between- and within-person changes in emotional strain. These results provide a more comprehensive and dynamic understanding of occupational stress in teachers than traditional survey studies, potentially benefitting intervention development to reduce teacher stress and promote educator and school sustainability.

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Acknowledgements

The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A110080 to the University of Houston. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education. We are very grateful to the teachers, schools, and districts that participated in the study.

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Authors and Affiliations

  1. Department of Psychology, College of Education and Behavioral Sciences, Houston Baptist University, Houston, TX, USA

    Teresa Mendonça McIntyre

  2. Texas Institute for Measurement, Evaluation and Statistics (TIMES), University of Houston, Houston, TX, USA

    Teresa Mendonça McIntyre & Christopher D. Barr

  3. College of Human Sciences and Humanities, University of Houston-Clear Lake, Houston, TX, USA

    Scott E. McIntyre

  4. Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, USA

    David J. Francis

  5. College of Education and Behavioral Sciences, Houston Baptist University, Houston, TX, USA

    Angelia C. Durand

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Correspondence to Teresa Mendonça McIntyre .

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  1. Department of Psychology, College of Education and Behavioral Sciences, Houston Baptist University , Houston, Texas, USA

    Teresa Mendonça McIntyre

  2. College of Human Sciences and Humanities, University of Houston-Clear Lake, Houston, Texas, USA

    Scott E. McIntyre

  3. Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, Texas, USA

    David J. Francis

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McIntyre, T.M., McIntyre, S.E., Barr, C.D., Francis, D.J., Durand, A.C. (2017). Towards a Dynamic Integrative Theory of 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_12

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