ArticleThe British journal of educational psychology2023
Teachers' daily physiological stress and positive affect in relation to their general occupational well-being.
Article in The British journal of educational psychology, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 1 of them a synthesis that pooled it.
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Who cites it
9 citing papers in PubMed, 1 synthesis or guideline pooled it, 27 citations in OpenAlex.
- Biological Markers of Burnout Severity: A Systematic Review.Stress and health : journal of the International Society for the Investigation of Stress · 2026Pooled it
- Work-Related Stressors and Their Perceived Impact on Veterinary Work and Personal Life: A Multi-Country European Study.Veterinary sciences · 2026Article
- The Influence of Servant Leadership on the Professional Well-Being of Kindergarten Teachers: A Moderated Mediation Model.Behavioral sciences (Basel, Switzerland) · 2025Article
- Gender-specific impact of stress and adiposity on autonomic stress modulation in teachers.Frontiers in psychology · 2025Article
- Alleviating occupational stress in Chinese junior high school teachers: the role of mindfulness-based interventions.Frontiers in psychology · 2025Article
- Unpacking the role of school climate factors in fostering teacher enjoyment and self-efficacy in higher education.PloS one · 2025Article
- Revisiting effects of teacher characteristics on physiological and psychological stress: a virtual reality study.Scientific reports · 2023Article
- Teachers' daily physiological stress and positive affect in relation to their general occupational well-being.The British journal of educational psychology · 2023Article
- Well-being of veterinarians in rural and urban areas.Frontiers in veterinary science · 2023Article
Corrections and comments
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Authors and funding
4 authors at 2 institutions in 2 countries.
Funding
Abstract
backgroundTeachers' stress, affect and general occupational well-being influence their teaching and their students. However, how teachers' daily physiological stress and positive affect are related in the classroom is unknown. To reduce teachers' stress and enhance their positive affect, it is crucial to understand how occupational well-being relates to stress and affect.
aimThe aim of the study was to examine the relationships between teachers' daily physiological stress and positive affect in authentic classroom settings and the roles played by teachers' self-efficacy beliefs, perceptions of school climate and burnout symptoms in daily stress and affect. SAMPLE: The sample consisted of 45 classroom teachers.
methodDaily physiological stress was assessed by measuring salivary cortisol levels three times in two days. Positive affect was reported by experience sampling at the same time that cortisol was collected. Questionnaires were used to assess self-efficacy beliefs, perceptions of school climate and burnout symptoms. Three-level modelling with random intercepts and slopes was used to analyse the relationships between daily stress and affect and the effect of teachers' general occupational well-being on stress and affect.
resultsNo relationships were evident between teachers' physiological stress and positive affect or between daily changes of stress and affect. Self-efficacy beliefs were related to lower stress and higher affect in the middle of the school day. Having sufficient school resources were related to higher positive affect. Teachers' burnout symptoms were associated with lower positive affect.
conclusionsWe emphasize the potential for self-efficacy and perceptions of school resources as targets for intervening in teachers' stress and affect.
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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.