Cameron Montgomery

A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers.

This study provides a correlational meta ‐ analysis of 65 independently written or published studies on teacher stress between 1998 and 2003. We measured the relationships between teacher stress and numerous other constructs including coping, burnout, emotional responses, personality mediators, personal support, environmental structure, and background characteristics. A theoretical ‐ empirical model of construct relationships investigated across studies was developed and n = 2,527 correlational effect sizes were used to estimate the empirical relationships between the operationalized theoretical constructs. Results showed that the strongest association of teacher stressors exists with negatively oriented emotional responses confirming the central role of teachers’ coping mechanisms, personality mediators, and burnout potential according to our model of the stress cycle. Key words: stress, coping, teacher burn ‐ out, teacher emotional response Cette recherche fournit une meta ‐ analyse correlationnelle de 65 etudes, redigees ou publiees entre 1998 et 2003, sur le stress chez les enseignants. Les auteurs ont mesure les relations entre le stress des enseignants et de nombreux autres construits, dont l’adaptation au stress, l’epuisement professionnel, les reactions emotionnelles, les personality mediators, le soutien personnel, la structure du milieu et les antecedents. Un modele theorico ‐ empirique des relations entre les construits a ete elabore et des valeurs d’effets correlationnels de n = 2527 ont ete utilisees pour determiner les relations empiriques entre les construits theoriques operationalises. Les resultats demontrent que, pour les facteurs de stress chez les enseignants, l’association la plus importante se trouve du cote des reactions emotionnelles negatives, ce qui confirme le role cle des mecanismes d’adaptation au stress des enseignants, des personality mediators et du potentiel d’epuisement professionnel selon le modele du cycle du stress qui a ete utilise. Mots cles : stress, adaptation au stress, meta ‐ analyse, enseignants.

Stress and Social Problem Solving: Another Wonderful Symbiosis.

This article is a literature review of stress and social problem solving skills. The authors emphasize the need for a joint consideration of stress and social problem solving. This article integrates some ideas and theoretical concepts from Goleman’s theory of emotional intelligence, as well as Sternberg’s theory of successful intelligence. The article contributes to knowledge regarding the relationship between cognitive (social problem solving) and affective (stress) processes. The information in this article is also useful for teacher education program reform. It should encourage student teacher educators to put an emphasis on certain emotional dimensions such as student teachers’ stress and social problem solving before, during, and after student teaching.

Influencing the Mind Through the Body: A Theoretical Model for Coping With Student Teacher Stress Through Physical Exercise

This article is a theoretical synthesis of two distinct concepts: student teacher stress and physical exercise. This article begins by reviewing the literature surrounding these two ideas and leads to a theoretical framework that integrates the concepts embedded in Loehr’s theories on stress and physical exercise, as well as Folkman and Lazarus’ model of cognitive appraisal. The article proposes an explanation of how physical exercise interacts with cognitive appraisal.

Student Teachers' Stress and Social Problem-Solving Skills

In this study we examined the relationship between stress and social problem-solving skills in student teachers. Results did not show any significant increase in social problem skills at the end of student teaching in 117 primary education student teachers at Laval University in Quebec City. Similarly, stress did not significantly increase. Our results suggest that the more student teachers increase their social problem-solving skills over the course of their student-teaching experience, the less their stress increases. The training of certain social problem-solving skills (problem orientation, generation of alternative solutions, cognition and emotion strategies) could be a promising method for reducing student teachers’ stress. The more we teach student teachers to manage their emotional stress and relax after school or work (relaxation potential), the more they will succeed in reducing their anxiety and overcoming depression.

Attention Deficit and Hyperactivity Disorder (ADHD) and Depression in Children and Adolescents: Implications for Practitioners and Educators

This article is a literature review of studies on attention deficit and hyperactivity disorder (ADHD) and Depression (Depression). Domains evaluated in our review include co-morbidity in proband and family in relation to ADHD and Depression, longitudinal studies concerning outcomes of ADHD in relation to Depression, and familial risk factors related to ADHD and Depression. The studies that were examined established a link between ADHD and Depression in probands as well as in their families. Studies addressing the question of the primary or secondary status of Depression in ADHD do not reveal any clear link between an initial diagnosis of ADHD and a Depression outcome, suggesting that childhood diagnosis of ADHD alone usually does not evolve into adult Depression. The long-term evolution of ADHD into Depression seems to be related more to the presence of an initial comorbidity condition in ADHD children and adolescents. Family factors seem to influence the genesis of ADHD and Depression. There also seems to be a direct link between Major Depression in mothers and ADHD in their children.

Development and Testing of a Theoretical-Empirical Model of Educator Stress, Coping and Burnout

An overarching Theoretical-Empirical Model of construct relationships of teacher stress is presented in this chapter. This model was validated by two studies, both published in French. The studies examined 245 francophone student teachers’ stress, coping, and burnout, as well as 143 francophone university professors’ stress, coping, locus of control, and burnout. The conclusions of these studies are now presented in English for the first time in this chapter. Conclusions and implications of the validation studies for future conceptualizations of educator stress are presented.