Teacher Stress and Supports, Classroom Practices and Student Outcomes in High Poverty Urban Elementary Schools

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  • Author(s): Elliott, Amanda (ORCID Elliott, Amanda (ORCID 0000-0003-2106-9464); Reddy, Linda A. (ORCID Reddy, Linda A. (ORCID 0000-0001-8314-2810); Lekwa, Adam J. (ORCID Lekwa, Adam J. (ORCID 0000-0002-6870-7948); Fingerhut, Joelle (ORCID Fingerhut, Joelle (ORCID 0000-0002-8237-7578)
  • Language:
    English
  • Source:
    Psychology in the Schools. 2024 61(1):29-42.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
    • Peer Reviewed:
      Y
    • Source:
      14
    • Education Level:
      Elementary Education
    • Subject Terms:
      Stress Variables; Teaching Conditions; Disadvantaged Schools; Urban Schools; Elementary School Teachers; Behavior Modification; Student Behavior; Academic Achievement; Social Support Groups; Predictor Variables
    • Accession Number:
      10.1002/pits.23023
    • ISSN:
      0033-3085
      1520-6807
    • Abstract:
      The current study examined teacher competence and contextual factors associated with teacher-reported stress in low-income urban elementary schools. Using a sample of 106K-5th grade teachers from 14 low-income urban elementary schools, associations between observed use of instructional and behavior management practices, teacher-reported stress, perceived instrumental and emotional supports, class-wide student academic performance, and behavioral functioning were examined. Teacher-reported stress was significantly related to perceived emotional support, instrumental support, class-wide student academic performance, and class-wide student behavioral functioning. Instrumental and emotional supports, observed instructional and behavioral management practices, and class-wide student academic and behavioral functioning jointly predicted teacher stress. Results from a dominance analysis identified class-wide behavioral functioning, and emotional and instrumental support as the strongest predictors of teacher stress. Study limitations and implications for research and practice are discussed.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1403751