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A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
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Teacher Stress: Directions for future research
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Statistical Methods for Meta-Analysis
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Stress, Coping Strategies, and Psychological Distress Among Secondary School Teachers in Hong Kong
inferredcites →https://doi.org/10.3102/00346543068001061openalex-snapshot
Occupational Stress, Burnout, and Health in Teachers: A Methodological and Theoretical Analysis
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Inducing adaptive emotion regulation by providing the students' perspective: An experimental video study with advanced preservice teachers
inferred← citeshttps://doi.org/10.1016/j.learninstruc.2021.101495openalex-snapshot
Potential classroom stressors of teachers: An audiovisual and physiological approach
inferred← citeshttps://doi.org/10.1016/j.psicod.2024.01.003openalex-snapshot
Observando lo inadvertido: la autoeficacia docente como mediador entre el contexto escolar y el agotamiento docente en regiones en desarrollo
inferred← citeshttps://doi.org/10.1016/j.psicoe.2024.02.002openalex-snapshot
Noticing the unnoticed: Teacher self-efficacy as a mediator between school context and teacher burnout in developing regions
inferred← citeshttps://doi.org/10.1016/j.psyneuen.2023.106028openalex-snapshot
Teachers’ situational physiological stress and affect
inferred← citeshttps://doi.org/10.1016/j.sbspro.2014.03.353openalex-snapshot
Social Stress in Romanian Teachers
inferred← citeshttps://doi.org/10.1016/j.sbspro.2015.03.415openalex-snapshot
Teacher Stress and Coping: The Role of Personal and Job Characteristics
inferred← citeshttps://doi.org/10.1016/j.sbspro.2015.04.491openalex-snapshot
Teachers’ Wellbeing/Malaise: Which Resources and Efforts at Individual, Group and Organizational Levels?
inferred← citeshttps://doi.org/10.1016/j.ssaho.2025.101477openalex-snapshot
How the concept of ambivalence derived from the French-language framework helps assess teachings:A case study on teaching Mendelian theory of inheritance
inferred← citeshttps://doi.org/10.1016/j.tate.2010.07.010openalex-snapshot
Coping strategies for adaptation to new teacher appointments: Intervention for retention
inferred← citeshttps://doi.org/10.1016/j.tate.2011.05.006openalex-snapshot
Teacher–working-environment fit as a framework for burnout experienced by Finnish teachers
inferred← citeshttps://doi.org/10.1016/j.tate.2013.01.002openalex-snapshot
Cross-validation of the Norwegian Teacher's Self-Efficacy Scale (NTSES)
inferred← citeshttps://doi.org/10.1016/j.tate.2013.05.003openalex-snapshot
Reducing teacher burnout: A socio-contextual approach
inferred← citeshttps://doi.org/10.1016/j.tate.2015.01.006openalex-snapshot
Two sides of the same coin? The role of rumination and reflection in elementary school teachers' classroom stress and burnout
inferred← citeshttps://doi.org/10.1016/j.tate.2015.04.005openalex-snapshot
Stereotypes and teacher characteristics as an explanation for the class-specific disciplinary practices of pre-service teachers
inferred← citeshttps://doi.org/10.1016/j.tate.2015.05.001openalex-snapshot
Burnout in Irish teachers: Investigating the role of individual differences, work environment and coping factors
inferred← citeshttps://doi.org/10.1016/j.tate.2015.06.001openalex-snapshot
The mediating role of workplace social support on the relationship between trait emotional intelligence and teacher burnout
inferred← citeshttps://doi.org/10.1016/j.tate.2015.06.006openalex-snapshot
Do teachers have worse mental health? Review of the existing comparative research and results from the Belgian Health Interview Survey
inferred← citeshttps://doi.org/10.1016/j.tate.2016.07.017openalex-snapshot
Harmonious passion and its relationship with teacher well-being
inferred← citeshttps://doi.org/10.1016/j.tate.2017.03.018openalex-snapshot
Teachers' mental health and perceptions of school climate across the transition from training to teaching
inferred← citeshttps://doi.org/10.1016/j.tate.2017.10.001openalex-snapshot
How to mobilize social support against workload and burnout: The role of organizational identification
inferred← citeshttps://doi.org/10.1016/j.tate.2017.10.015openalex-snapshot
New working conditions and well-being of elementary teachers in Ecuador
inferred← citeshttps://doi.org/10.1016/j.tate.2017.11.023openalex-snapshot
Tact and the pedagogical triangle: The authenticity of teachers in relation
inferred← citeshttps://doi.org/10.1016/j.tate.2018.10.013openalex-snapshot
Associations between observed patterns of classroom interactions and teacher wellbeing in lower secondary school
inferred← citeshttps://doi.org/10.1016/j.tate.2019.02.010openalex-snapshot
Chaos and commitment in the early childhood education classroom: Direct and indirect associations through teaching efficacy
inferred← citeshttps://doi.org/10.1016/j.tate.2019.07.001openalex-snapshot
Teachers’ job stressors and coping strategies: Their structural relationships with emotional exhaustion and autonomy support
inferred← citeshttps://doi.org/10.1016/j.tate.2019.102910openalex-snapshot
The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103025openalex-snapshot
An emotion focused approach in predicting teacher burnout and job satisfaction
inferred← citeshttps://doi.org/10.1016/j.tate.2020.103251openalex-snapshot
The impact of an online stress intervention on burnout and teacher efficacy
inferred← citeshttps://doi.org/10.1016/j.tate.2021.103514openalex-snapshot
Effect of students' emotional and behavioral disorder and pre-service teachers’ stress on judgments in a simulated class
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103819openalex-snapshot
Profiles of teachers’ occupational health: Associations with classroom management practices, gender, and race
inferred← citeshttps://doi.org/10.1016/j.tate.2022.103827openalex-snapshot
Supporting every teacher: Using the Holistic Teacher Assessment (HTA) to measure social-emotional experiences of educators
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104041openalex-snapshot
Teacher self-efficacy and reasons for choosing initial teacher education programmes in Norway and New Zealand
inferred← citeshttps://doi.org/10.1016/j.tate.2023.104317openalex-snapshot
How controllable versus uncontrollable cognitions affect emotion processing during classroom disruptions
inferred← citeshttps://doi.org/10.1016/j.tate.2024.104879openalex-snapshot
The gateway to the teacher profession: The association of temperament traits with selection for teacher education and early study achievement in Finland
inferred← citeshttps://doi.org/10.1016/j.tate.2026.105504openalex-snapshot
Teacher stress and engagement: Implications for student learning in India
inferred← citeshttps://doi.org/10.1016/j.tate.2026.105735openalex-snapshot
Tools as well-being? AI teaching applications and teacher work stress: Evidence from TALIS 2024
inferred← citeshttps://doi.org/10.1016/j.tate.2026.105754openalex-snapshot
“Not their real teacher”: Exploring teacher-targeted bullying against pre-service teachers in the United States during field experiences
inferred← citeshttps://doi.org/10.1016/j.tate.2026.105810openalex-snapshot
Positive psychology interventions to promote resilience and wellbeing among educators: A scoping review
inferred← citeshttps://doi.org/10.1016/s1479-3660(07)10021-4openalex-snapshot
Staying the Course: Self-Care and Mantras for the Educational Administrator
inferred← citeshttps://doi.org/10.1017/jgc.2019.4openalex-snapshot
‘Making space’: a study into the use of mindfulness for alternative school teachers
inferred← citeshttps://doi.org/10.1017/jmo.2021.60openalex-snapshot
Impact of institutional support on educators' subjective well-being during the transition to virtual work due to COVID-19 lockdown
inferred← citeshttps://doi.org/10.1021/acs.jchemed.1c00430openalex-snapshot
Framing Student and Faculty Stress in Education: A Proposed Science Analogy
inferred← citeshttps://doi.org/10.1024/1010-0652.22.2.151openalex-snapshot
Berufliche Zielorientierungen und wahrgenommener Leistungsmangel bei Lehrkräften
inferred← citeshttps://doi.org/10.1024/1010-0652/a000278openalex-snapshot
Arbeitsengagement zur Messung von positiver beruflicher Beanspruchung im Lehrberuf – eine berufsübergreifende Validierung
inferred← citeshttps://doi.org/10.1026/0932-4089.52.1.3openalex-snapshot
Bewältigungsmuster und psychische Gesundheit
inferred← citeshttps://doi.org/10.1027/2512-8442/a000030openalex-snapshot
The Role of Positive and Negative Affectivity in Healthy and Unhealthy Work-Related Behavior and Experiences
inferred← citeshttps://doi.org/10.1037/a0025353openalex-snapshot
Modeling the experience of psychological health at work: The role of personal resources, social-organizational resources, and job demands.
inferred← citeshttps://doi.org/10.1037/a0032093openalex-snapshot
Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials.
inferred← citeshttps://doi.org/10.1037/edu0000187openalex-snapshot
Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions.
inferred← citeshttps://doi.org/10.1037/spq0000225openalex-snapshot
Relations between third grade teachers’ depressive symptoms and their feedback to students, with implications for student mathematics achievement.
inferred← citeshttps://doi.org/10.1037/spq0000461openalex-snapshot
Educators’ implementation and use of social and emotional learning early in the COVID-19 pandemic.
inferred← citeshttps://doi.org/10.1038/s41539-022-00123-0openalex-snapshot
Neural activation during emotional interference corresponds to emotion dysregulation in stressed teachers
inferred← citeshttps://doi.org/10.1051/e3sconf/202131902010openalex-snapshot
Factors generating stress in nursing students
inferred← citeshttps://doi.org/10.1080/00094056.2017.1300494openalex-snapshot
Mindfulness in Teacher Education: A Constructivist Approach to Stress Reduction for Teacher Candidates and Their Students
inferred← citeshttps://doi.org/10.1080/00131881.2021.1983452openalex-snapshot
How contextual factors influence teachers’ pedagogical practices
inferred← citeshttps://doi.org/10.1080/00131911.2016.1184131openalex-snapshot
Teachers in need of space: the content and changing context of work
inferred← citeshttps://doi.org/10.1080/00220272.2024.2312391openalex-snapshot
Teachers’ ability to regulate their emotions predicts their levels of stress in primary schools in Germany
inferred← citeshttps://doi.org/10.1080/00220973.2022.2039997openalex-snapshot
Teachers’ Perceptions of Cost: Associations among Job Satisfaction, Attrition Intentions, and Challenges
inferred← citeshttps://doi.org/10.1080/00313831.2019.1623308openalex-snapshot
Teacher Stress and Students’ School Well-being: the Case of Upper Secondary Schools in Stockholm
inferred← citeshttps://doi.org/10.1080/00313831.2020.1816576openalex-snapshot
Talk of Teacher Burnout among Student Teachers
inferred← citeshttps://doi.org/10.1080/00313831.2022.2116482openalex-snapshot
Teachers’ Perceived Self-Efficacy and Sense of Inadequacy across Grade 1: Bidirectional Associations and Related Factors
inferred← citeshttps://doi.org/10.1080/00336297.2017.1296365openalex-snapshot
A 30-Year Scoping Review of the Physical Education Teacher Satisfaction Literature
inferred← citeshttps://doi.org/10.1080/00336297.2017.1388262openalex-snapshot
Addressing Physical Education Teacher Socialization Through Standards-based Reform of Physical Education Teacher Education
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