Mcintyre / Francis Educator Stress

An Occupational Health Perspective
1. Auflage 2017
ISBN: 978-3-319-53053-6
Verlag: Springer Nature Switzerland
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 522 Seiten

Reihe: Aligning Perspectives on Health, Safety and Well-Being

This book brings together the most current thinking and research on educator stress and how education systems can support quality teachers and quality education. It adopts an occupational health perspective to examine the problem of educator stress and presents theory-driven intervention strategies to reduce stress load and support educator resilience and healthy school organizations. The book provides an international perspective on key challenges facing educators such as teacher stress, teacher retention, training effective teachers, teacher accountability, cyber-bullying in schools, and developing healthy school systems. Divided into four parts, the book starts out by introducing and defining the problem of educator stress internationally and examining educator stress in the context of school, education system, and education policy factors. Part I includes chapters on educator mental health and well-being, stress-related biological vulnerabilities, the relation of stress to teaching self-efficacy, turnover in charter schools, and the role of culture in educator stress. Part II reviews the main conceptual models that explain educator stress while applying an occupational health framework to education contexts which stresses the role of organizational factors, including work organization and work practices. It ends with a proposal of a dynamic integrative theory of educator stress, which highlights the changing nature of educator stress with time and context. Part III starts with the definition of what constitute healthy school organizations as a backdrop to the following chapters which review the application of occupational health psychology theories and intervention approaches to reducing educator stress, promoting teacher resources and developing healthy school systems. Chapters include interventions at the individual, individual-organizational interface and organizational levels. Part III ends with a chapter addressing cyber-bullying, a new challenge affecting schools and teachers. Part IV discusses the implications for research, practice and policy in education, including teacher training and development. In addition, it presents a review of methodological issues facing researchers on educator stress and identifies future trends for research on this topic, including the use of ecological momentary assessment in educator stress research. The editors' concluding comments reflect upon the application of an occupational health perspective to advance research, practice and policy directed at reducing stress in educators, and promoting teacher and school well-being.

Teresa Mendonça McIntyre, M.Ed. M.A., Ph.D. FEHPS, is Dean of the College of Education and Behavioral Sciences and Professor of Psychology at Houston Baptist University, and Adjunct Professor at the Texas Institute for Measurement, Evaluation and Statistics, University of Houston, U.S.A, where she had been Research Professor. She was previously Director of the Health Psychology Doctoral/Master's programs at the University of Minho, Portugal. She has had over 20 years of experience as lead researcher in job stress, health and education, more recently as principal investigator on a U.S. Department of Education (IES) funded grant on teachers' stress, effectiveness, and student outcomes. Dr. McIntyre has been President of the European Health Psychology Society (EHPS), is Fellow of the EHPS, and Deputy Chair of its Honorary Fellows Committee. She has served on many journal editorial boards, including The European Psychologist, Health Psychology Review, Health Psychology Bulletin and the Brazilian Review of Health Promotion. Dr. McIntyre has edited and co-edited several books, and has published more than 150 chapters and articles internationally.
Scott E. McIntyre, M.Ed., M.A., Ph.D. is an Associate Professor and Director of the Industrial Organizational program at the University of Houston-Clear Lake. He has a diversified experience in organizational consulting, such as with AT&T (U.S.) and International Survey Research (ISR, U.K.). In Portugal, he was a Professor of Social and Organizational Psychology at the University of Minho and at the University Institute of Maia (ISMAI) where he chaired the Psychology Department. Together with his wife, he pioneered the development of Occupational Health Psychology in Portugal and conducted research on occupational stress in at-risk professions. He has published internationally and co-edited several books, such as 'Occupational Health Psychology: European perspectives on research, education and practice'(Vols. I and II). He served on the Executive Committee of the European Academy of Occupational Health Psychology and was a charter member of the Society of Occupational Health Psychology, and is ad-hoc reviewer in several organizational and occupational health journals.
David J. Francis, M.A., Ph.D., is Hugh Roy and Lillie Cranz Cullen Distinguished University Chair of Quantitative Methods in the Department of Psychology, is the Director of the Texas Institute for Measurement, Evaluation, and Statistics, and Co-Director of the Center for Advanced Computing and Data Systems at the University of Houston. He is a Fellow of the Association for Psychological Science, of Division 5 of the American Psychological Association, and an Inaugural Fellow of the American Educational Research Association. He has published over 250 scientific articles and has served on the editorial boards of numerous journals in psychology and education. Dr. Francis chairs the National Research Council's Board on Testing and Assessment, is a frequent advisor to the U.S. Department of Education on statistical issues, assessment and accountability, and English Language Learners, and is internationally known for his research on validity in the identification and classification of learning disabilities. 

Autoren/Hrsg.

Mcintyre, Teresa Mendonça

Mcintyre, Scott E.

Francis, David J.

Inhaltsverzeichnis

1;Dedication;6
2;Foreword 1;7
2.1;References;8
3;Foreword 2;9
4;Preface;11
5;Contents;15
6;Part I: Defining the Problem of Educator Stress in the Context of Current Education Challenges;24
6.1;Chapter 1: School Context and Educational System Factors Impacting Educator Stress;26
6.1.1;1.1 Context and System Factors Influencing Educator Stress;27
6.1.1.1;1.1.1 Occupational Support at Work;28
6.1.1.2;1.1.2 Relational Context of Schooling;31
6.1.1.2.1;1.1.2.1 Teacher-Student Relationships;32
6.1.1.2.2;1.1.2.2 Relationships with Colleagues;34
6.1.1.3;1.1.3 Systemic Factors in Educational Policy;35
6.1.1.3.1;1.1.3.1 Standardized Testing;36
6.1.1.3.2;1.1.3.2 Educational Innovations;37
6.1.2;1.2 Future Directions;39
6.1.3;1.3 Conclusion;40
6.1.4;References;40
6.2;Chapter 2: Current Knowledge on the Nature, Prevalence, Sources and Potential Impact of Teacher Stress;46
6.2.1;2.1 Introduction;46
6.2.2;2.2 What Do We Mean by Teacher Stress?;48
6.2.3;2.3 How Prevalent Is Teacher Stress and Burnout?;50
6.2.4;2.4 What Causes Teacher Stress?;51
6.2.4.1;2.4.1 Constant Changes in Teaching and Education;51
6.2.4.2;2.4.2 The School Context, Culture and Environment;53
6.2.4.3;2.4.3 The Teacher’s Role and Level of Experience;54
6.2.4.4;2.4.4 Teachers’ Relationships in School;55
6.2.4.5;2.4.5 Aspects of the Individual Teacher;57
6.2.4.6;2.4.6 Conclusion;58
6.2.5;2.5 What Are the Consequences of Teacher Stress?;59
6.2.5.1;2.5.1 Impact on the Individual Teachers’ Health and Well-Being;59
6.2.5.2;2.5.2 Impact on Teachers’ Satisfaction and Commitment to the Profession;60
6.2.5.3;2.5.3 Impact on Teachers’ Performance in the Classroom;62
6.2.6;2.6 A Move Towards More In-Depth and Innovative Research Methodologies to Study Teacher Stress;63
6.2.7;References;66
6.3;Chapter 3: Consequences of Job Stress for the Mental Health of Teachers;78
6.3.1;3.1 Epidemiologic Findings;79
6.3.1.1;3.1.1 Main Epidemiologic Findings;80
6.3.1.2;3.1.2 Exposure to Violence;82
6.3.1.3;3.1.3 Evaluation of the Epidemiologic Evidence;82
6.3.2;3.2 Within-Occupation Research on Job Stressors and Mental Health;83
6.3.2.1;3.2.1 A Brief Look at Cross-Sectional Findings;83
6.3.2.2;3.2.2 Longitudinal Research Findings;84
6.3.3;3.3 Workplace Stressors and Burnout;85
6.3.3.1;3.3.1 A Brief Look at Cross-Sectional Findings;85
6.3.3.2;3.3.2 Longitudinal Research Findings;86
6.3.3.3;3.3.3 Longitudinal Studies Involving Coping and Burnout;87
6.3.4;3.4 Evaluation of the Longitudinal Findings on Mental Health and Burnout;88
6.3.5;3.5 Recommendations Regarding Research on the Impact of Teachers’ Working Conditions on Mental Health and Burnout;88
6.3.6;3.6 Burnout and Depression in Teachers. Different Labels, Same Phenomenon?;89
6.3.6.1;3.6.1 Burnout-Depression Overlap: Recent Empirical Findings;89
6.3.6.2;3.6.2 Burnout as a Job-Related Syndrome;90
6.3.6.3;3.6.3 Treatment Implications;91
6.3.7;3.7 Conclusions;91
6.3.7.1;3.7.1 Wider Ramifications;92
6.3.8;References;93
6.4;Chapter 4: Biological Pathways to Stress-Related Disease Vulnerability in Educators;99
6.4.1;4.1 Introduction;99
6.4.2;4.2 Stress and Strain in Educators;100
6.4.3;4.3 The Physiological Stress Response;102
6.4.3.1;4.3.1 Allostatic Load;103
6.4.4;4.4 Measurement of Primary Mediators;104
6.4.4.1;4.4.1 Basal Cortisol Secretion Assessed with the Cortisol Awakening Response (CAR) and Cortisol Day Profiles;104
6.4.4.2;4.4.2 Hair Cortisol;105
6.4.4.3;4.4.3 Reactivity of Cortisol After Psychosocial Stress Paradigms;105
6.4.4.4;4.4.4 Reactivity and Feedback Sensitivity After Pharmacological Challenge Paradigms;106
6.4.4.5;4.4.5 Interactions Between the HPA Axis and the Immune System;106
6.4.5;4.5 Results on Primary Mediators;107
6.4.5.1;4.5.1 Stress Hormones;107
6.4.5.2;4.5.2 Cytokines;110
6.4.6;4.6 Measurement of Secondary Outcomes;112
6.4.6.1;4.6.1 Blood Coagulation Factors;112
6.4.6.2;4.6.2 Heart Rate and Heart Rate Variability;112
6.4.7;4.7 Results on Secondary Outcomes;113
6.4.7.1;4.7.1 Coagulation Factors;113
6.4.7.2;4.7.2 Heart Rate and Heart Rate Variability;114
6.4.7.3;4.7.3 Allostatic Load – Summary Index;114
6.4.8;4.8 Outlook and Concluding Remarks;115
6.4.9;References;116
6.5;Chapter 5: Teacher Stress and Teacher Self-Efficacy: Relations and Consequences;123
6.5.1;5.1 Introduction;124
6.5.2;5.2 Teacher Self-Efficacy;125
6.5.2.1;5.2.1 Defining and Measuring Teacher Self-Efficacy;126
6.5.2.2;5.2.2 Sources of Self-Efficacy;127
6.5.2.3;5.2.3 Correlates of Teacher Self-Efficacy;127
6.5.2.4;5.2.4 Age and Gender Differences in Teacher Self-Efficacy;128
6.5.2.5;5.2.5 Relations Between Teacher Stress and Teacher Self-Efficacy;129
6.5.2.6;5.2.6 Conclusions;131
6.5.3;5.3 The Present Study;133
6.5.3.1;5.3.1 Participants;133
6.5.3.2;5.3.2 The Interviews;134
6.5.3.3;5.3.3 Data Analysis;134
6.5.4;5.4 Results;135
6.5.4.1;5.4.1 Characteristics of the Norwegian School Impacting Teachers: Shared Experiences;135
6.5.4.2;5.4.2 Tim and Heidi;136
6.5.4.3;5.4.3 5.4.3. Hanna and Irene;138
6.5.5;5.5 Discussion;139
6.5.6;References;144
6.6;Chapter 6: Consequences of Educator Stress on Turnover: The Case of Charter Schools;148
6.6.1;6.1 Educator Stress and Attrition;149
6.6.2;6.2 Charter Schools;151
6.6.3;6.3 Teacher’s Personal Characteristics and Attrition;152
6.6.4;6.4 School Context and Teacher Attrition;153
6.6.5;6.5 Empirical Study;156
6.6.5.1;6.5.1 Research Purpose and Questions;156
6.6.5.2;6.5.2 Methods;157
6.6.5.2.1;6.5.2.1 Inclusion Criteria;157
6.6.5.2.2;6.5.2.2 Sample Description;158
6.6.5.2.3;6.5.2.3 Predictor Variables;159
6.6.5.2.4;6.5.2.4 Statistical Analyses;160
6.6.5.3;6.5.3 Results;162
6.6.5.3.1;6.5.3.1 Descriptive Summary of Attrition;162
6.6.5.3.2;6.5.3.2 Survival Analysis Models;162
6.6.6;6.6 Discussion;170
6.6.7;6.7 Conclusion, Future Research, and Implications;171
6.6.7.1;6.7.1 Future Research;172
6.6.7.2;6.7.2 Implications;172
6.6.8;References;173
6.7;Chapter 7: The Role of Culture and Other Contextual Factors in Educator Stress;177
6.7.1;7.1 What Is Teacher Stress and How Pervasive Is It Across Countries?;178
6.7.2;7.2 Cross-cultural and International Research Examining Teacher Stress and Occupational Health Outcomes;180
6.7.2.1;7.2.1 Teacher Burnout;180
6.7.2.2;7.2.2 Teacher Stress and Job Satisfaction;182
6.7.2.3;7.2.3 Teacher Stress and Workforce Stability;183
6.7.2.4;7.2.4 Summary of Cross-cultural and International Research Examining Teacher Stress and Occupational Health Outcomes;184
6.7.3;7.3 Cultural, Governmental, and School Factors in Teacher Stress;185
6.7.3.1;7.3.1 Cultural Attitudes Involving Respect for Teachers;186
6.7.3.2;7.3.2 Educational Accountability and Reform;187
6.7.3.3;7.3.3 Teacher Autonomy;188
6.7.3.4;7.3.4 School Leadership;189
6.7.3.5;7.3.5 Summary of Governmental and School Contextual Factors Associated with Teacher Stress;190
6.7.4;7.4 Conclusion;191
6.7.5;References;191
7;Part II: Understanding Educator Stress from an Occupational Health Framework;198
7.1;Chapter 8: Development and Testing of a Theoretical-­Empirical Model of Educator Stress, Coping and Burnout;200
7.1.1;8.1 Introduction;200
7.1.1.1;8.1.1 Conceptions and Definitions;201
7.1.2;8.2 Highlights from Three Articles;202
7.1.2.1;8.2.1 A Meta-analysis for Exploring the Diverse Causes and Effects of Stress in Teachers;202
7.1.2.1.1;8.2.1.1 Literature Review of Stress, Coping and Burnout;203
7.1.2.1.2;8.2.1.2 The Model;205
7.1.2.2;8.2.2 Francophone Elementary and Secondary Student Teacher Stress, Coping, and Burnout;208
7.1.2.3;8.2.3 Francophone University Professors’ Stress, Coping, Locus of Control, and Burnout;209
7.1.3;8.3 Discussion and Implications;210
7.1.4;References;212
7.2;Chapter 9: The Job Demand-Control (-Support) Model in the Teaching Context;215
7.2.1;9.1 Job Demand-Control (-Support) Model;216
7.2.2;9.2 The Job Demand-Control-Support Model in Relation to Employee Health and Well-Being;218
7.2.2.1;9.2.1 Occupation-Specific Versus Generic Measurement;219
7.2.2.2;9.2.2 The Matching Hypothesis;223
7.2.3;9.3 Review of Teachers’ Stress Studies Based on the JDC(S) Model;225
7.2.3.1;9.3.1 The (Iso)-Strain Hypothesis and the Buffer Hypothesis;225
7.2.3.1.1;9.3.1.1 Indicators of Health and Well-Being;226
7.2.3.1.2;9.3.1.2 Physiological Indicators of Stress and the Stress Process;229
7.2.3.2;9.3.2 The Learning Hypothesis;231
7.2.4;9.4 Conclusion;233
7.2.5;References;236
7.3;Chapter 10: Applying Occupational Health Theories to Educational Stress and Health: Evidence from the Effort-Reward Imbalance Model;241
7.3.1;10.1 Theoretical Background;241
7.3.2;10.2 Applying the Effort-Reward Imbalance Model to Teachers;244
7.3.3;10.3 Teachers’ Stressful Work and Their Health: Empirical Evidence;245
7.3.3.1;10.3.1 Results of Epidemiologic Studies;245
7.3.3.2;10.3.2 Results from Experimental and Naturalistic Studies;248
7.3.4;10.4 Practical Implications of Current Knowledge;250
7.3.5;References;251
7.3.5.1;Websites;253
7.4;Chapter 11: Applying Occupational Health Theories to Educator Stress: Contribution of the Job Demands-Resources Model;254
7.4.1;11.1 The Job Demands-Resources Model;255
7.4.1.1;11.1.1 The Job Demands-Resources Model of Burnout;255
7.4.1.2;11.1.2 The Revised Job Demands-Resources Model;258
7.4.2;11.2 Job Demands, Job Resources, and Teacher Stress and Well-Being;262
7.4.2.1;11.2.1 Approach;263
7.4.2.2;11.2.2 Results;263
7.4.3;11.3 Discussion;271
7.4.4;References;273
7.5;Chapter 12: Towards a Dynamic Integrative Theory of Educator Stress;277
7.5.1;12.1 Introduction;278
7.5.2;12.2 A Case for Dynamic Integrative Approaches to Educator Stress;279
7.5.2.1;12.2.1 A Dynamic Perspective;279
7.5.2.2;12.2.2 An Integrative Approach;281
7.5.2.3;12.2.3 Conclusion;283
7.5.3;12.3 The DITS Model Components;284
7.5.3.1;12.3.1 The Job Demand-Control-Support Model;284
7.5.3.2;12.3.2 The Effort-Reward Imbalance Model;285
7.5.3.3;12.3.3 Similarities and Differences Between the JDCS and ERI Models;286
7.5.3.4;12.3.4 The Teacher Stress Model (Kyriacou & Sutcliffe, 1978);287
7.5.4;12.4 DITS Model Testing;288
7.5.4.1;12.4.1 Methodology;289
7.5.4.2;12.4.2 Results;291
7.5.4.2.1;12.4.2.1 Time and Covariate Effects;292
7.5.4.2.2;12.4.2.2 Additive Hypothesis Results;294
7.5.4.2.3;12.4.2.3 Buffer Hypothesis Results;295
7.5.4.3;12.4.3 Discussion;296
7.5.5;12.5 Conclusion;300
7.5.6;References;301
8;Part III: Managing and Reducing Stress in Education Systems;306
8.1;Chapter 13: Defining Healthy Schools: An Occupational Health Psychology Perspective on Healthy School Climates;308
8.1.1;13.1 Introduction;309
8.1.2;13.2 An Overview of Occupational Health Psychology;310
8.1.3;13.3 Work Organization and Organizational Health Climate;312
8.1.3.1;13.3.1 Organizational Health Climate;313
8.1.3.2;13.3.2 Safety Climate;316
8.1.3.3;13.3.3 Extensions to Safety Climate Literature;317
8.1.3.4;13.3.4 Conclusions About Climate Models;320
8.1.4;13.4 Total Worker Health™;322
8.1.5;13.5 Creating the Psychologically Healthy Workplace;323
8.1.6;13.6 General Conclusions;324
8.1.7;References;327
8.2;Chapter 14: Individual-Level Interventions: Mindfulness-­Based Approaches to Reducing Stress and Improving Performance Among Teachers;333
8.2.1;14.1 Stress and Burnout;334
8.2.2;14.2 Mindfulness-Based Interventions;335
8.2.3;14.3 Mindfulness-Based Interventions for Teachers;338
8.2.3.1;14.3.1 Preliminary Research;338
8.2.3.2;14.3.2 Standardized MBIs for Teachers;339
8.2.3.2.1;14.3.2.1 Mindfulness-based Stress Reduction (MBSR);339
8.2.3.2.2;14.3.2.2 Cultivating Emotional Balance in Challenging Times;339
8.2.3.2.3;14.3.2.3 Stress Management and Relaxation Techniques (SMART) in Education;341
8.2.3.2.4;14.3.2.4 Cultivating Awareness and Resilience in Education (CARE) for Teachers;345
8.2.3.3;14.3.3 Summary;351
8.2.4;14.4 Limitations and Future Directions;351
8.2.5;References;354
8.3;Chapter 15: Individual-Organizational Interface (IOI) Interventions to Address Educator Stress;361
8.3.1;15.1 Definitions of Individual-Organizational Interface (IOI) Interventions;361
8.3.2;15.2 The Suitability and Popularity of IOI Interventions in Educational Settings;365
8.3.3;15.3 Examples of IOI Interventions in Educational Settings;366
8.3.3.1;15.3.1 Collaborative Problem-Solving;367
8.3.3.2;15.3.2 Mentoring Support and Induction Programs;370
8.3.3.3;15.3.3 Developing Educators’ Classroom Management;371
8.3.3.4;15.3.4 Performance-Related Feedback;374
8.3.3.5;15.3.5 Teamwork Interventions;375
8.3.4;15.4 Quantity, Quality and Usability of IOI Intervention Research;377
8.3.5;15.5 Future Directions;378
8.3.6;References;379
8.4;Chapter 16: Organizational Interventions to Reduce Sources of K-12 Teachers’ Occupational Stress;383
8.4.1;16.1 Introduction;384
8.4.1.1;16.1.1 Models of Organizational Interventions;385
8.4.1.2;16.1.2 Models of Organizational Interventions in Primary and Secondary Education;386
8.4.2;16.2 Research on Organizational Interventions in Primary and Secondary Education;387
8.4.2.1;16.2.1 Support/Skills Building Interventions;388
8.4.2.2;16.2.2 Organization of Work Interventions: Job Redesign;404
8.4.2.3;16.2.3 Summary of Research on Organizational Interventions;405
8.4.3;16.3 Current Approaches Towards Organizational Interventions in Primary and Secondary Education;407
8.4.3.1;16.3.1 Collective Bargaining;407
8.4.3.2;16.3.2 Legislative/Policy Approaches;415
8.4.3.3;16.3.3 Promising Models for Research;416
8.4.4;16.4 Conclusions and Recommendations;418
8.4.5;References;420
8.5;Chapter 17: New Directions in Intervention: Cyber-­Bullying, Schools and Teachers;425
8.5.1;17.1 Defining Cyber-Bullying;426
8.5.1.1;17.1.1 Different Forms of Cyber-Bullying;429
8.5.2;17.2 Risks Associated with Cyber-Bullying;429
8.5.2.1;17.2.1 Prevalence Rates;430
8.5.2.2;17.2.2 Age and Gender Differences in Prevalence;431
8.5.2.3;17.2.3 Effects of Cyber-Bullying;432
8.5.2.4;17.2.4 Teachers Being Victimized;433
8.5.2.5;17.2.5 Risk & Risk Management;434
8.5.3;17.3 Legal and Policy Context of Cyber-Bullying;434
8.5.3.1;17.3.1 The U.K. Perspective;435
8.5.3.2;17.3.2 The U.S. Perspective;436
8.5.3.3;17.3.3 Similarities: The U.K. and U.S.;438
8.5.4;17.4 Preventing and Managing Cyber-Bullying;438
8.5.4.1;17.4.1 Banning Phones at School;439
8.5.4.2;17.4.2 Anti-bullying Programs;439
8.5.4.3;17.4.3 Educational Resources;441
8.5.4.4;17.4.4 Intervention Strategies: An Overview;441
8.5.5;17.5 Conclusions;442
8.5.6;References;444
9;Part IV: Implications for Research, Practice, and Policy in Education;450
9.1;Chapter 18: Issues in Research Methodology on Educator Stress;452
9.1.1;18.1 The Challenge of Clustering Observations;454
9.1.2;18.2 The Challenge of Time;457
9.1.3;18.3 Ecological Momentary Assessment;459
9.1.3.1;18.3.1 The Logic of Ecological Momentary Assessment (EMA);459
9.1.3.2;18.3.2 EMA Methodological Considerations;461
9.1.3.3;18.3.3 EMA Statistical Considerations;463
9.1.4;18.4 Multilevel Modeling of EMA Data;463
9.1.4.1;18.4.1 Empirical Example;467
9.1.4.2;18.4.2 EMA Summary;472
9.1.5;18.5 Survival Analysis;472
9.1.5.1;18.5.1 Teacher Stress Dataset and Analysis Objectives;473
9.1.5.2;18.5.2 Mathematical Background;474
9.1.5.3;18.5.3 Kaplan Meier Estimator of the Survival Function;475
9.1.5.3.1;18.5.3.1 Comparisons of Survival Functions across Independent Groups;476
9.1.5.3.2;18.5.3.2 Cox-proportional Hazards Model;477
9.1.5.3.3;18.5.3.3 Extended Cox Model: Time-Dependent Covariates-Fatigue;479
9.1.6;18.6 Chapter Summary;480
9.1.7;References;481
9.2;Chapter 19: Translating Educator Stress Research into Practice and Policy;484
9.2.1;19.1 The Issue;484
9.2.1.1;19.1.1 Recognizing Educator Stress;485
9.2.1.2;19.1.2 Teacher Shortage and Attrition;486
9.2.1.3;19.1.3 Teacher Preparation, Professional Development, and Content Knowledge;487
9.2.2;19.2 Moving Toward Possible Solutions;488
9.2.2.1;19.2.1 When to Intervene;488
9.2.2.2;19.2.2 Legislation and Policy;490
9.2.3;References;494
9.3;Chapter 20: Implications of an Occupational Health Perspective for Educator Stress Research, Practice, and Policy;497
9.3.1;20.1 Introduction;498
9.3.2;20.2 An Occupational Health Perspective;500
9.3.3;20.3 Implications of an OH Perspective for Educator Stress Research;504
9.3.4;20.4 Implications of an OH Perspective for Educator Stress Intervention/Practice;507
9.3.4.1;20.4.1 Interventions Focused on the Job/Task;508
9.3.4.2;20.4.2 Interventions Focused on the Employer/Organization;508
9.3.4.2.1;20.4.2.1 Leadership Training and Development;509
9.3.4.3;20.4.3 Total Worker Health® (TWH);510
9.3.5;20.5 Future OH Intervention Development in Education Contexts;510
9.3.6;20.6 Conclusion;512
9.3.7;References;513
10;Index;518