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Studies have shown that teachers' perceptions and expectations of their working environment shape their perceived stress. The present study draws upon implicit leadership theory and builds on the job demands-control (JD-C) model to investigate whether there are differences in the implications of participative decision-making and paternalistic leadership for teachers' perceived stress in the Israeli Arab education system.

Data were collected through validated questionnaires returned by a two-stage cluster random sampling of 350 teachers randomly chosen from 70 Israeli Arab elementary schools. Paternalistic leadership and participative decision-making were considered as group-level variables to lower the risk of common method variance. The proposed model was tested through hierarchical regression analysis. Finally, to test the hypothesis that paternalistic leadership and participative decision-making standardized beta weights were statistically significantly different from each other, their corresponding 95% confidence intervals were estimated via bias corrected bootstrap (1000 re-samples).

The findings indicated differences in the levels of the principal's paternalistic leadership and participative decision-making as perceived by the Israeli Arab teachers. Also, the results indicated that participative decision-making was negatively correlated with teachers' perceived stress beyond the influence of paternalistic leadership.

Examining teachers' working conditions and resources can be important since they affect teachers' perceived stress, which may in turn affects school results in the Arab education system in Israel. This study can contribute to the development of training programs for teachers to improve and adapt principals' leadership practices to the sociocultural context of the Arab education system in Israel.

The purpose of this paper is to examine the role of teaching self-efficacy, perceived stress, self-esteem, and demographic characteristics (age, gender, education, and years of teaching experience) in predicting job satisfaction within a sample of 121 Irish primary school teachers.

Survey data were collected from teachers from eight primary schools. Hypotheses were tested using a comparison of means, correlations, and multiple regression.

Results indicated that the predictor variables accounted for 22 per cent of variance in teachers’ job satisfaction. However, only perceived stress was found to explain unique predictive variance, with high levels of occupations stress related to low levels of job satisfaction.

Perceived stress should be targeted in efforts to improve teachers’ job satisfaction.

The results make an additional contribution to the literature by providing important information on the factors contributing to teachers’ job satisfaction in Ireland.

The purpose of this paper is to curtail the negative effect of job stress on the female teachers’ helping behavior amidst terrorism threat through their dispositional mindfulness.

A quantitative research design surveyed a self-administered questionnaire from the female teachers serving in the hard areas of Pakistan. To analyze the data, descriptive and interferential statistics were performed in SPSS (version 23) and SmartPLS3.

The results revealed the significant positive relationship between teachers’ perceived threats of terrorism and their job stress. The findings also confirmed the significant negative relationship between teachers’ job stress and their helping behavior, and vice-versa. Further, the indirect effect of teachers’ perceived threats of terrorism on helping behavior through their job stress was confirmed. Finally, the moderating effect of dispositional mindfulness to weaken the negative relationship between teachers’ job stress and their helping behavior was also found significant. The results also showed that the job stress of female teachers accounted for 12.9% of variance in their helping behavior.

To address complex ethical issues, relying solely on a research method cannot provide deep insights. Hence, future scholars are directed to combine elements of quantitative and qualitative research methods to investigate female teachers’ helping behavior in grievous conditions. Notwithstanding, the present study revitalizes educational institutions through teachers’ helping behavior in the risky work environment.

Since the past two decades, female education has witnessed exponential growth in terrorist attacks, but there is a scanty research on the vulnerability of female teachers in Pakistan. Nevertheless, the present study is limited yet of the highest importance to foster teachers’ helping behavior in the risky work environment.

The main body of literature that has developed about educator stress indicates ours is a profession marked by high levels of distressful encounters and that educators are not faring well in this environment. The authors believe this case is over‐stated and that education, as a field, is not nearly so marked by the littered casualties of distress that the literature would have us believe exist. This conclusion is founded on both a small literature base which holds a contrary point of view, and on three studies of administrators and teachers which consistently indicate educators are much more adaptable and consequently, less stressed, than we have been led to believe. The purpose of the first study was to identify the levels of stress school principals experience on the job and to investigate the impact of perceived locus of control and powerlessness on their stress levels. The second study examined the extent to which school principals' perceived level of stress is related to their role relationship with groups internal and external to the school organization. The goals of the third study were to establish the levels of teachers' perceived stress, the organizationally‐based factors that are most stress‐inducing, and the predominant ways in which teachers manifest stress. The results of these studies, with great consistency, indicate low educator stress. These findings have important implications for the development of new approaches to stress research and for policy decisions concerning allocation of organizational resources to stress management design and staff development.

The purpose of this study is to highlight and demonstrate how the study of stress and related responses in construction can best be measured and benchmarked effectively.

A range of perceptual and physiological measures are obtained across different time periods and during different activities in a fieldwork setting. Differences in the empirical results are analysed and implications for future studies of stress discussed.

The results of this study strongly support the use of multiple psychometrics and biosensors whenever biometrics are included in the study of stress. Perceptual, physiological and environmental factors are all shown to act in concert to impact stress. Strong conclusions on the potential drivers of stress should then only be considered when consistent results apply across multiple metrics, time periods and activities.

Stress is an incredibly complex condition. This study demonstrates why many current applications of biosensors to study stress in construction are not up to the task and provides empirical evidence on how future studies can be significantly improved.

To the best of the author’s knowledge, this is the first study to focus explicitly on demonstrating the need for multiple research instruments and settings when studying stress or related conditions in construction.

The purpose of this study was to investigate the impact of perceived workplace incivility (WPI) on psychological well-being (PWB) in teachers of higher education and to test for the moderating role of gender and organizational tenure on the relationship between perceived WPI and PWB.

Data were collected from teachers (N = 341) employed in government and private colleges through convenience sampling. A structural equation modeling technique was used for model testing.

Results showed a moderate level of perceived WPI by teachers from their colleagues or supervisors. Perceived WPI had a negative impact on PWB. Sixteen percent of the variance in PWB was explained by perceived WPI. Further, the multigroup analysis showed gender to moderate the relationship between perceived WPI and PWB, and this relationship was stronger for males than females. Organizational tenure was not a significant moderator.

These findings expand the literature on perceived WPI and suggest that stringent policies are essential in academia to minimize the incidence of WPI. Additionally, interventions are to be introduced to mitigate the negative outcomes of WPI both at the individual and organizational levels.

The study explores the role of demographic variables (gender and organizational tenure) in the relationship between perceived WPI and PWB in teachers. The empirical evidence suggests higher perceived WPI in male teachers leading to lower PWB. The organizational tenure of an employee shows no influence on the assessment of the stressor.

The main research aim was to investigate relationships among teachers' occupational stress, coping, teacher self‐efficacy and relevant teachers' perceptions of curriculum changes in a major educational reform.

A theoretical framework that included the attribution of responsibility for stress model, aspects of social cognitive theory and perceptions of the changes to the HSC, was used to guide the study. Multilevel variance decomposition and structural equation modelling were employed.

Stress attributions to personal and organizational domains were associated with the teachers' perceived stress from implementation of the new curriculum. Furthermore, results suggested that these teachers may have coped with stress associated with the changes using palliative strategies rather than direct problem solving. Teachers' greater understanding of what the curriculum changes entailed was associated with lower teacher self‐efficacy.

Emphasises that curriculum reform cannot be carried out in a vacuum, and that teachers' mental models or schemata of the education system within which they work are likely to influence their interpretations of the reform and its implementation. Analyses provide insights into teachers' cognition in relation to stress and self‐efficacy during curriculum change.

The nature of the reform, which was the focus of this study, is relatively rare, for both the magnitude of the curriculum change and the size of the education system (750,000 students) involved.

Although mentoring is increasingly hailed as one of the most critical components of US teacher induction programs, the corresponding research base has failed to provide conclusive support for the effectiveness of teacher mentoring.

Cross-sectional data from the 2015 to 2016 National Teacher and Principal Survey (NTPS) was used to empirically evaluate the relationship between school-based mentoring programs and US first-year teachers' occupational stress risk. NTPS items assessing teachers' workplace demands, resources and mentoring experiences were used to examine associations between stress risk and mentoring supports received. Multiple regression analysis and chi-square tests of independence were conducted to answer the study's three research questions.

Mentor status and study covariates statistically significantly predicted teacher stress risk, with mentor assignment being associated with decreased stress risk. Findings also revealed teachers who were not assigned a mentor were significantly more likely to experience greater stress risk and when assigned mentors, teachers with greater stress risk reported significantly different mentoring experiences than did teachers with less stress risk.

The current study addresses common limitations found in research on teacher mentoring and occupational stress, including the use of local, small samples and the absence of a comparison group and control variables. The associations between first-year teacher mentoring experiences and stress risk have not been firmly established and the current study provides needed evidence to support that mentored first-year teachers are more likely to report lower stress risk than their unmentored colleagues.

Suggests that although stress research has burgeoned in recent years, little attention has been paid to the relationship between leisure satisfaction, work stress and psychological wellbeing. Presents data from secondary school teachers in a major UK city. A validated teacher stress measure comprising role‐related, task‐based, and environmental stress was used to tap the nature and prevalence of teacher stress. Results showed that overall teacher stress arose from five main areas: role‐related issues (e.g. overload, conflict, ambiguity); general job satisfaction; life satisfaction; supervisory support; and student discipline problems. A positive association was found between the amount of work stress reported and poor psychological health as measured by the General Health Questionnaire (GHQ). While no strong relationship was found between leisure satisfaction and stress, overall leisure satisfaction was significantly correlated with life satisfaction. The findings provide evidence that relaxational leisure satisfaction could well be a moderator of occupational stress for some teachers.

Recent surveys have shown that between 20 per cent to 40 per cent of teachers experience considerable stress when working in schools. Following a summary of research into the sources and correlates of reported teacher stress, this paper proposes a definition and a model of work‐related stress in school that incorporates current concepts and research findings. Examples of tactics and strategies for coping with and reducing the build‐up of environmental stressors are developed from the model. These aim to provide pointers for the multi‐level management of stress throughout schools.