The present study focuses on the level of stress a teacher perceives when dealing with the most behaviorally challenging student in his or her classroom. To measure stress in Dutch elementary classrooms, a sample was drawn of 582 teachers. Two questions concerning this relation between student and teacher will be addressed. First of all, we focus on background variables of teachers and students as sources of variation in explaining the magnitude of challenging student behavior and the associated level of stress teachers experience. The second topic of this paper is to accommodate the potentially stressful relationship between student and teacher in a wider network of surrounding variables, which are, Self-efficacy, Negative affect, Autonomy in taking decisions, and Support amongst colleagues. To evaluate the presence of challenging behavior, the behavior of the student is related to more general variables like student responsibility, class size and ratio of boys to girls. We close our paper by assessing the validity of the studied relationship between teacher and student with respect to possible burnout.
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In 2001 zijn Kees van der Wolf en Huub Everaert vanuit de Hogeschool Utrecht gestart met een onderzoek naar stress bij leraren. In 2003 is besloten het onderzoek te splitsen in een onderzoek naar stress bij leraren door gedrag van leerlingen én een onderzoek naar stress bij leraren door gedrag van ouders. In 2006 is het onderzoek naar stress als gevolg van ouders overgenomen door Bette Prakke en Arie van Peet. Dit onderzoek richt zich op de samenhang tussen stress bij leraren enerzijds en lastig gedrag van ouders anderzijds. Daarnaast wordt ook gekeken naar de invloed van beschermende factoren op ervaren stress, zoals collegiale steun en een gevoel van doelmatigheid bij de leraar.
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The present study focuses on the level of stress male and female teachers perceive when dealing with the most behaviorally challenging student in his or her classroom. To measure stress in Dutch elementary classrooms, a sample was drawn of 582 teachers. First, they rated the most challenging student in their classroom on six different behavioral components: Against the grain, Full of activity/Easily distractible, Needs a lot of attention/Week student, Easily upset, Failuresyndrome/Excessively perfectionist, and Aggressive/Hostile. Teachers then scored perceived stress as a result of this challenging behavior. Two questions concerning gender relations in class rooms will be addressed. Do female and male teachers select the same type of behaviorally challenging students as the most challenging? And: do they perceive the same level of stress? Our data shows that female teachers do indeed report significantly more incidence of challenging behavior, but no evidence is found for differences between stress levels of male and female teachers.
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This three-wave study examined relationships between preservice teachers’ diversity-related stress, teaching self-efficacy (TSE), and intentions to leave the profession. Participants (N = 386) from four Dutch teacher training programs completed surveys on diversity-related stress, intentions to leave, and TSE over 18 months. Random intercept cross-lagged panel models showed that higher diversity-related stress predicted lower TSE and increased intentions to leave. Within-person analyses revealed a complex reciprocal relationship: Highly self-efficacious teachers reported more stress and vice versa. Finally, intentions to leave led to lower TSE at Timepoint 3 only. Findings align with social-cognitive theory, highlighting the interplay between stress, TSE, and career intentions.
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Recent studies show that students increasingly suffer from psychological complaints, including a high degree of (study) stress. If stress persists for a long time, it can have negative consequences for your health and can lead to a burnout, for example. A possible buffer against stress and a positive counterpart of a burnout is engagement. This infographic contains the most important results of a study into stress among students.
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In this study self-reported stress and burn-out levels between general and special education teachers in the Netherlands are compared. More than eight hundred teachers were assessed with the Utrechtse Burnout Schaal (UBOS-L/MBI) to determine their levels of emotional exhaustion, depersonalization, and personal accomplishment within the school context. We also used instruments to measure different stress indicators (personal characteristics: self-efficacy, negative affect, and student characteristics: student responsibility and discipline, studentpeer relationships, and class size). Contrary to recent findings in the United States (Shoho, 2002), results regarding burnout did not show any significant differences between general education teachers (n=604) and special education teachers (n=206). However, we do find significant differences in stress indicators explaining burnout. We also looked for factors other than those intrinsic to teaching, by crossnationally comparing teacher stress and burnout. Teachers in the U.S. and the Netherlands differ significantly in burnout level. U.S. teachers experience more burnout.
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Introduction: Nursing students will come across stressful situations during their internships and will continue to do so in future practice. Because of the impact stress can have on performance, nursing students need to be equipped to work and collaborate in such situations. Careful consideration of the needs and desires of nursing students should be taken in account, in order to create a training environment that fosters students' ability to learn to collaborate under stress. Aim: The aim of this study is to identify viewpoints of undergraduate nursing students towards the learning of collaboration in stressful situations, to understand their needs and desires, and to improve educational designs for training to collaborate in stressful situations. Methods: We conducted a Q-methodology study, a mixed methods approach that studies and charts subjectivity, and uses a by-person factor analytical procedure to create profiles of shared viewpoints. The process of our Q-study is based on the following five steps: Q-set development (54 statements), participant selection (n = 29), Q-sorting procedure, data analysis, and factor interpretation. Results: Q-factor analysis resulted in two prevailing factors that answer our research question. Twenty-five students loaded on these two factors, and factor interpretation resulted in Profile 1 “Practice makes perfect, so let's do it” and Profile 2 “Practice is needed, but it scares me”. Whereas Profile 1 regarded learning to collaborate in stress mainly as a challenge, Profile 2 appeared anxious despite feeling the necessity to learn this. An overarching consensus factor revealed the importance of a learning environment in which mistakes can be made. Discussion: The two described profiles align with the biopsychosocial model of challenge and threat, and could help to recognize and address the individual needs of nursing students when learning to collaborate in stressful situations. Incorporating these profiles in training may guide students towards a more challenge-like appraisal of stressful situations.
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The demanding environment that contemporary dance students are exposed to could result in high stress levels, which can influence injury susceptibility. Therefore, this study aims to investigate the association between stress and injuries. In the period between September 2016 and March 2020, four cohorts of first-year dance students (N = 186; mean age 19.21 ± 1.35 years) were followed for one academic year. Each month, general stress was assessed on a 0-100 visual analogous scale. The Oslo Sports Trauma Research Center Questionnaire on Health Problems was used on a monthly basis to monitor injuries. Injuries were defined as "all injuries" (i.e., any physical complaint irrespective of the need for medical attention or time-loss from dance) and "substantial injuries" (i.e., leading to moderate/severe/complete reductions in training volume or performance). Mann-Whitney tests were performed to measure differences in general stress levels between injured and injury-free students, while repeated-measures ANOVA were performed to investigate whether general stress scores increased before and during injury occurrence. The overall average monthly general stress score over all cohorts for all students was 39.81. The monthly general stress scores ranged from 31.75 to 49.16. Overall, injured and substantially injured students reported higher stress scores than injury-free students, with significant differences in 3 out of the 9 months for all injuries (September, October, March, p < 0.05), and in 5 months for substantial injuries (September, October, November, December, April, p < 0.05). Within the 3-month period before and during injury occurrence, a (marginally) significant linear effect of general stress across the time periods was found for all injuries [F(1.87,216.49) = 3.10, p = 0.051] and substantial injuries [F(2,138) = 4.16, p = 0.018]. The results indicate an association between general stress and injuries. Future research should focus on effects of varying stress levels on injury risk using higher sampling frequency, for instance by measuring weekly since stress levels are likely to fluctuate daily. Practically, strategies aiming at stress reduction might have the potential to reduce the burden of dance injuries and may have positive outcomes for dancers, teachers, schools, and companies.
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The corona pandemic has forced higher education (HE) institutes to transition to online learning, with subsequent implications for student wellbeing. Aims: This study explored influences on student wellbeing throughout the first wave of the corona crisis in the Netherlands by testing serial mediation models of the relationships between perceived academic stress, depression, resilience, and HE support.
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Introduction and theoretical background In the past few years, there has been a growing interest in the specific position of beginning teacher educators. In the book 'Becoming a teacher Educator' (Swennen & Van der Klink, 2009) several chapters deal with this subject. In conclusion, teacher educators have to deal with stress and uncertainty during their first years in the profession. They have to find a place within the university (organisational induction) as well as to grow into the role of teacher educator (professional induction). Swennen, Shagrir & Cooper (2009) give some examples of organizational induction which beginning teacher educators encounter, such as workload (a combination of new tasks and the wish to perform these tasks well) or a sense of isolation (being the only one with this problem, being thrown into the deep, no 'peers' in the same situation). Murray (2008) also describes professional induction. Beginning teacher educators have to get used to several things: being confronted with teaching students (young adults), uncertainty about the sufficiency of their subject knowledge, and uncertainty about their role as teacher educator being a 'second order teacher' (Murray and Male, 2005). Design of an induction program At Fontys Teacher College Tilburg, the Netherlands each year, new teacher educators get started. According to a quick scan amongst beginning teacher educators in their first year, many of them would like some kind of support. Supportive aspects which are mentioned are partially organisational related (getting to know the institute and its rules), partially related to the organisation of the work (planning, workload) and partially related to the content of the work (how to deal with young adult learners, theory about teaching methods). At Fontys University of Applied Science, we would like to support beginning teacher educators in order to retain them for the organisation and for the profession. To support the new colleagues, a special induction period was designed to support their grow within the organisation and the profession. The induction period consisted of two components: (1) personal support from a 'buddy' e.g a colleague, 2) weekly meetings in which an experienced colleague supports a small group of beginning teacher educators. Evaluation of the induction program This induction program was offered to all new colleagues during academic year 2010-2011. What is gained out of the program by new colleagues was investigated through an evaluative inquiry. In this inquiry, a questionnaire was used and some interviews were held. At the conference in April 2012, the results of the evaluation will be presented. Aditionally, we will also discuss some recommendations for the induction of beginning teacher educators. References Murray, J. and T. Male (2005). Becoming a teacher educator: evidence from the field. Teaching and teacher Education 21 (2005), 125-142. Elsevier Ltd. Murray, J. (2008) Teacher educators' induction into Higher Education: work-based learning in the micro communities of teacher Education. European Journal of teacher Education, Vol 31, no 2, 117-133 Swennen, Anja & Marcel van der Klink (eds) (2009). Becoming a teacher educator. Theory and practice for Teacher Educators. Springer Science+business Media B.V. Swennen, Shagrir & Cooper (2009) Becoming a teacher educator: Voices of beginning teacher educators, 91-102 in: Swennen, Anja & Marcel van der Klink (eds) (2009). Becoming a teacher educator. Theory and practice for Teacher Educators. Springer Science+business Media B.V.
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