Risk for occupational stress among U.S. kindergarten teachers

Publication date: Available online 10 December 2018Source: Journal of Applied Developmental PsychologyAuthor(s): Richard Lambert, Lauren Boyle, Paul Fitchett, Christopher McCarthyAbstractThe 2011–12 Schools and Staffing Survey (SASS) was used to examine occupational stress, occupational commitment, and intention to remain in teaching in a nationally representative sample of U.S. kindergarten teachers (n = 744). Teachers who perceived classroom resources as sufficient to meet demands, tended to report they would become a teacher again (86.5%) and reported intentions to remain in the profession (87.6%). However, of teachers who perceived classroom resources as insufficient to meet classroom demands, only 50.2% reported they would become teachers again, and only 61.4% reported they intended to remain in the profession. Logistic regression was used to examine teacher responses to these items while controlling for school- and teacher-level covariates. Teachers perceiving sufficient resources were more likely to report they would become teachers again and intended to remain in teaching (odds ratios = 2.612, 1.863) while teachers perceiving insufficient resources were much less likely (odds ratios = 0.324, 0.327).
Source: Journal of Applied Developmental Psychology - Category: Child Development Source Type: research