The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching

Michelle Taylor; Leigh McLean; Crystal I. Bryce; Tashia Abry; Kristen L. Granger

doi:10.1016/j.tate.2019.102910

The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching

Michelle Taylor, Leigh McLean, Crystal I. Bryce, Tashia Abry, Kristen L. Granger

Research output: Contribution to journal › Article › peer-review

26 Scopus citations

Abstract

Relations among preservice teachers' (N = 133) life stress during teacher training (Time 1), burnout during the beginning of their first year teaching (Time 2), and career optimism at the end of the same year (Time 3) were examined. Path models revealed no direct effect of stress from daily hassles on participants’ later career optimism, but did reveal a direct negative effect of stress from lack of social support on career optimism. Indirect effects were also detected; both life stress predictors were related to increased emotional exhaustion, which was related to decreased career optimism at the end of the first year.

Original language	English (US)
Article number	102910
Journal	Teaching and Teacher Education
Volume	86
DOIs	https://doi.org/10.1016/j.tate.2019.102910
State	Published - Nov 2019

Keywords

Beginning teachers
Burnout
Career attitudes
Pre-service teachers
Teacher stress

ASJC Scopus subject areas

Education

Access to Document

10.1016/j.tate.2019.102910

Cite this

@article{4da9d39397df417081eebca80a4f333c,

title = "The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching",

abstract = "Relations among preservice teachers' (N = 133) life stress during teacher training (Time 1), burnout during the beginning of their first year teaching (Time 2), and career optimism at the end of the same year (Time 3) were examined. Path models revealed no direct effect of stress from daily hassles on participants{\textquoteright} later career optimism, but did reveal a direct negative effect of stress from lack of social support on career optimism. Indirect effects were also detected; both life stress predictors were related to increased emotional exhaustion, which was related to decreased career optimism at the end of the first year.",

keywords = "Beginning teachers, Burnout, Career attitudes, Pre-service teachers, Teacher stress",

author = "Michelle Taylor and Leigh McLean and Bryce, {Crystal I.} and Tashia Abry and Granger, {Kristen L.}",

note = "Funding Information: Funding for this research was provided by the Arizona State University Cowden Endowment. Publisher Copyright: {\textcopyright} 2019 Elsevier Ltd Copyright: Copyright 2019 Elsevier B.V., All rights reserved.",

year = "2019",

month = nov,

doi = "10.1016/j.tate.2019.102910",

language = "English (US)",

volume = "86",

journal = "Teaching and Teacher Education",

issn = "0742-051X",

publisher = "Elsevier Limited",

}

TY - JOUR

T1 - The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching

AU - Taylor, Michelle

AU - McLean, Leigh

AU - Bryce, Crystal I.

AU - Abry, Tashia

AU - Granger, Kristen L.

N1 - Funding Information: Funding for this research was provided by the Arizona State University Cowden Endowment. Publisher Copyright: © 2019 Elsevier Ltd Copyright: Copyright 2019 Elsevier B.V., All rights reserved.

PY - 2019/11

Y1 - 2019/11

N2 - Relations among preservice teachers' (N = 133) life stress during teacher training (Time 1), burnout during the beginning of their first year teaching (Time 2), and career optimism at the end of the same year (Time 3) were examined. Path models revealed no direct effect of stress from daily hassles on participants’ later career optimism, but did reveal a direct negative effect of stress from lack of social support on career optimism. Indirect effects were also detected; both life stress predictors were related to increased emotional exhaustion, which was related to decreased career optimism at the end of the first year.

AB - Relations among preservice teachers' (N = 133) life stress during teacher training (Time 1), burnout during the beginning of their first year teaching (Time 2), and career optimism at the end of the same year (Time 3) were examined. Path models revealed no direct effect of stress from daily hassles on participants’ later career optimism, but did reveal a direct negative effect of stress from lack of social support on career optimism. Indirect effects were also detected; both life stress predictors were related to increased emotional exhaustion, which was related to decreased career optimism at the end of the first year.

KW - Beginning teachers

KW - Burnout

KW - Career attitudes

KW - Pre-service teachers

KW - Teacher stress

UR - http://www.scopus.com/inward/record.url?scp=85071023403&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85071023403&partnerID=8YFLogxK

U2 - 10.1016/j.tate.2019.102910

DO - 10.1016/j.tate.2019.102910

M3 - Article

AN - SCOPUS:85071023403

SN - 0742-051X

VL - 86

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 102910

ER -

The influence of multiple life stressors during Teacher Training on Burnout and Career Optimism in the first year of teaching

Abstract

Keywords

ASJC Scopus subject areas

Access to Document

Other files and links

Fingerprint

Cite this