Teacher Stress in Tucson: A Needs AssessmentMelissa Godar, B.F.A. & Laura Morehouse, B.S.

Background Results

● Identify the salient factors that contribute to teacher stress in Tucson, AZ.

● Develop a model for the socio-ecological impacts of teacher stress on teachers, students, and the Tucson community.

● Arizona’s K-12 education system is routinely ranked among the worst in the U.S. in terms of1,2:○ Student educational outcomes○ Teacher retention and pay

● Teachers are the largest part of the educational experience for children.3 This research emphasizes teacher well being as critical to educational outcomes and societal functioning.

● Teacher stress occurs when there is a perceived gap between expected and observed sense of professional self-efficacy.4

● Prolonged stress can lead to physical deterioration and a lack of enthusiasm.5,6

● Teacher health influences student educational attainment, which influences5,7,8:○ Students’ long-term health○ The health and educational attainment of students’ future

families ● Interrelated pathways connect educational attainment to

health, including5:○ Health knowledge and behavior○ Employment and income○ Social and psychological factors

Data gathering involved observation of a high school teacher meeting, two key informant interviews, and a literature review.

As the state of the education system in Arizona becomes more dire with unmanaged stress affecting the health and retention of teachers2,9, and therefore the quality of education for students1, durable solutions such as changing public perception and building a sense of collective responsibility for the education system should be prioritized.

Objectives

Methods

Sources of and solutions to teacher stress gleaned from observation and interviews aligned with the literature. To capture a more complete model of the complexity of teacher stress as a symptom of and an antecedent to problems within a larger system, the needs assessment is framed with the socio-ecological model.

Conclusion

● Elect leaders and politicians who advocate for education.

● Encourage collaborative efforts from government, the private sector, schools, and civil society to invest in education.

● Request that media outlets report a balanced view of schools and teachers.

● Foster a sense of collective responsibility for quality and outcomes of education.○ Public service announcements

● Support teachers through:○ Appreciation○ Volunteering○ Voting for education○ Donating supplies

● Build time for professional learning and collaboration in work hours.

● Recognize teacher success to build a positive reputation.

● Conduct regular, internal evaluation to address organizational issues.

Recommendations

References:1. Education Week Research Center. Arizona – State Highlights 20152. The Arizona Department of Education Educator Retention and Recruitment Task Force. Educator retention and recruitment report 2015 3. Markow D & Pieters A. The MetLife survey of the American teacher: teachers, parents and the economy 20114. Friedman I. Burnout in teachers: Shattered dreams of impeccable professional performance. JCLP/In Session: Psychotherapy in Practice. 2000;56(5):595-6065. Egerter, S & Braveman P. Education and Health 2011. Robert Wood Johnson Foundation6. Chandola T, Brunner E, Marmot M. Chronic stress at work and the metabolic syndrome: prospective study. The British Medical Journal. 2006;332(7540):521-525 7. Dubow E, Boxer P, Huesmann L. Long-term effects of parents’ education on children’s educational and occupational success: mediation by family interactions, child aggression, and teenage aspirations. Merrill-Palmer Quarterly (Wayne State University. Press). 2009;55(3), 224–2498. Milkie M & Warner C. Classroom learning environments and the mental health of first grade children. J Health Soc Behav. 2011;52(1):4-229. Gallup, Inc. State of America’s Schools: The Path to Winning Again in Education 2014Acknowledgements: Thank you to the teachers at Marana High School for sharing some of their limited time with us, the Executive Director of Tucson Values Teachers for presenting a new perspective to this topic, and Dr. Sheena Brown for her guidance on this project.

Individual

Districts & Schools

Community

Structures & Systems

Support/Funding

Perceptions

Expectations

Workload

Class Size

Pay

Politics

Testing

Administration

Teacher Stress

Retention

Health

Job Satisfaction

Student Engagement

Educational Attainment

Health

Crime

Poverty

Economy

Community

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