Relating Teachers' Coping Styles to Student Noise and Perceived Stress

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  • Author(s): Tomek, Raphaela (ORCID Tomek, Raphaela (ORCID 0000-0003-0520-8882); Urhahne, Detlef (ORCID Urhahne, Detlef (ORCID 0000-0002-7709-0011)
  • Language:
    English
  • Source:
    Educational Psychology. 2022 42(3):375-395.
  • Publication Date:
    2022
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
    • Peer Reviewed:
      Y
    • Source:
      21
    • Education Level:
      Elementary Education
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Teachers; Acoustics; Classroom Environment; Student Behavior; Coping; Anxiety; Stress Management; Burnout; Resilience (Psychology); Foreign Countries; Elementary School Teachers; Middle School Teachers; Personality Traits; Mental Health; Physical Health
    • Subject Terms:
      Germany
    • Accession Number:
      10.1080/01443410.2022.2031892
    • ISSN:
      0144-3410
      1469-5820
    • Abstract:
      School noise is a serious, inevitable problem that teachers experience as stress or strain. Coping styles have a huge impact on teachers' mental health and therefore might influence this daily stress experience. Based on the stress-strain model and the transactional stress model, we examined in an online study how 99 teachers with different coping styles reacted to school noise. Four professional coping styles were derived from the overarching dimensions of professional commitment and experience resilience. The healthy type, the unambitious type, type A, and type burnout differed in terms of threat appraisal, noise stress, voice and hearing problems as well as noise-related burnout. Compared to the healthy type, types A and burnout showed higher levels of stress. Teachers of the risk types turned out to be more vulnerable to school noise than teachers of the healthy type. Specific prevention programs may help to improve teacher resilience.
    • Abstract:
      As Provided
    • Publication Date:
      2022
    • Accession Number:
      EJ1348344