Graduation Year

2024

Document Type

Master's Thesis

Degree

Master of Science

Program

Education

Program Director

Jennifer Lucko, PhD

First Reader

Katie Lewis, PhD

Second Reader

Elizabeth Truesdell, PhD

Abstract

Stress is a natural response that occurs in our body when we feel overwhelmed, and it can manifest in both positive and negative instances. The teaching profession is not exempt from this phenomenon, as it is unique in that educators have multiple roles to play and have to manage and interact with many students simultaneously. Teachers have been described as "exasperated by heavy loads of emotional labor in the classroom" (Ferguson et al., 2022). This "heavy load" can place the teaching profession at risk of stress and burnout if self-care is not addressed or mental health resources are not offered. The pressure of meeting individual student needs, creating a conducive learning environment, and keeping up with the ever-changing curriculum can all contribute to teacher stress. The teaching profession has been described as "care work" (Ferguson et al., 2022). Teachers serve as emotional support for students and need support to continue being a strong support system for their students and communities.

This research aims to find the voice of the educator, shedding light on the subject and inspiring professional development and mental health resources for educators. The study explores teachers' experiences regarding stress and coping mechanisms within the educational setting. Through a mixed-methods research design, the voices of teachers shed light on the challenges they face and the strategies they employ to navigate these challenges in hopes of bringing awareness to the subject and inspiring the development of targeted professional development and mental health services. The study included four teachers, two from primary and two from high school, located in two different states: California and Tennessee.

This research revealed that all participants experienced stress even though they implemented stress-relieving strategies; however, time was a major constraint, and a system to follow with the coping mechanisms was needed. All participants expressed genuine concern for mental health resources and time allotted for professional development and community, as these were seen as coping mechanisms. The findings also revealed that educators carry the burdens of stress from their jobs into their personal lives regardless of their years of experience and leadership roles.

These findings have important implications because teacher stress is a critical issue impacting educators' well-being, job satisfaction, and retention rates. This study is particularly significant for educational equity as it sheds light on teachers' unique stressors, especially those in dual immersion and language teaching roles. These educators often juggle multiple responsibilities, such as teaching in two languages or bridging cultural gaps, which can contribute to increased stress levels. Overall, by studying stress perception and coping strategies from the perspective of teachers from diverse backgrounds, this research can inform more equitable approaches to supporting educators.

IRB Number

11148

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