A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä
Teachers' daily physiological stress and positive affect in relation to their general occupational well‐being (2023)


Jõgi, A., Aulén, A., Pakarinen, E., & Lerkkanen, M. (2023). Teachers' daily physiological stress and positive affect in relation to their general occupational well‐being. British journal of educational psychology, 93(1), 368-385. https://doi.org/10.1111/bjep.12561


JYU-tekijät tai -toimittajat


Julkaisun tiedot

Julkaisun kaikki tekijät tai toimittajatJõgi, Anna‐Liisa; Aulén, Anna‐Mari; Pakarinen, Eija; Lerkkanen, Marja‐Kristiina

Lehti tai sarjaBritish journal of educational psychology

ISSN0007-0998

eISSN2044-8279

Julkaisuvuosi2023

Ilmestymispäivä06.11.2022

Volyymi93

Lehden numero1

Artikkelin sivunumerot368-385

KustantajaJohn Wiley & Sons

JulkaisumaaBritannia

Julkaisun kielienglanti

DOIhttps://doi.org/10.1111/bjep.12561

Julkaisun avoin saatavuusAvoimesti saatavilla

Julkaisukanavan avoin saatavuusOsittain avoin julkaisukanava

Julkaisu on rinnakkaistallennettu (JYX)https://jyx.jyu.fi/handle/123456789/83928


Tiivistelmä

Background
Teachers' 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.

Aim
The 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.

Method
Daily 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.

Results
No 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.

Conclusions
We emphasize the potential for self-efficacy and perceptions of school resources as targets for intervening in teachers' stress and affect.


YSO-asiasanatopettajatluokanopettajattyöhyvinvointistressi

Vapaat asiasanatclassroom teachers; daily assessment; occupational well-being; physiological stress; positive affect


Liittyvät organisaatiot

JYU-yksiköt:


Hankkeet, joissa julkaisu on tehty


OKM-raportointiKyllä

Raportointivuosi2023

Alustava JUFO-taso2


Viimeisin päivitys 2024-25-03 klo 08:33