Teachers--Job stress

Teachers are essential to the academic and social-emotional progress of children in the US (Jennings & Greenberg, 2009). American teachers work tirelessly to provide quality instruction in a safe learning environment that nurtures the educational and emotional needs of their students (Jennings & Greenberg, 2009). Many teachers report that the emotional toll of teaching has impacted their professional and personal lives in a negative way (Werner Juarez et al., 2020) As a result, teachers are vulnerable to the development of occupational hazards such as stress, burnout, and secondary traumatic stress (STS) which may diminish their professional quality of life (Richards, 2012). The literature indicates that the deterioration of professional quality of life is strongly correlated to more systemic problems in education, such as elevated attrition rates and the retention of highly qualified teachers (Schutz & Zembylas, 2009). The research suggests that indicators for these professional deficits may begin to present during the preparation phase of teaching (Miller & Flint-Stipp, 2019). However, most universities provide inadequate training for the protection and improvement of teacher well-being across the span of their careers (Schonert-Reichl, 2017). In addition, there has been little research invested in the development of compassion satisfaction, a protective factor in cultivating teacher resilience (Pérez-Chacón et al., 2021). The purpose of this study was to explore the relationship between social and emotional competence (SEC) and professional quality of life factors in pre-service teachers. A nonexperimental, correlational design was used to examined whether emotion regulation and relationship management skills is predictive of an educators’ perceived levels of burnout, STS, and compassion satisfaction (N = 51).

This study aimed to analyze factors that predict job satisfaction and stress among Broward County teachers. A modified version of the WeBS survey was used to collect data on teachers' demographics, attitudes, and experiences related to job satisfaction. The sample used in this study was delimited to include only full-time teachers in Broward County Schools. Six research questions provided the foundation of the study, which was operationalized by Astin's (1993) input environment outcome model (IEO).
A descriptive analysis described the sample's individual and institutional characteristics and demographics. Correlational analyses were conducted to determine the strength of the relationship between variables. Finally, the data were analyzed using hierarchical, multiple regression. The regression model explored factors predicting job satisfaction and job stress among teachers. This study reported statistically significant results for each regression model. Statistically significant at p < .001, the factors that explained 55% of the variance in the final job satisfaction model included: How do background characteristics (e.g., sex, ethnic origin, and age), behavioral factors (e.g., openness, intrinsic motivation), and institutional variables (autonomy, student behavior, leadership, and school climate and culture) predict teacher job stress in Broward County? Implications for policy, practice and future research regarding job satisfaction and stress are included.