Aligning Perspectives on Health, Safety and Well-Being Series editors Stavroula Leka, Institute of Work, Health & Organization, University of Nottingham, Nottingham, United Kingdom Aditya Jain, Jubilee Campus, Nottingham University Business School, Nottingham, United Kingdom Gerard Zwetsloot, University of Nottingham, TNO Innovation for Life, Hoofddorp, Noord-Holland, The Netherlands
Raising awareness of the interdisciplinary and complementary relationship of different research perspectives on health, safety and well-being is the main aim of the book series Aligning Perspectives on Health, Safety and Well-being. Combined research approaches on health, safety and well-being are becoming more and more popular in several research disciplines across and between the social, behavioral and medical sciences. Therefore, Aligning Perspectives on Health, Safety and Wellbeing stimulates the publication of interdisciplinary approaches to the promotion of health, safety and well-being. Recognizing a need within societies and workplaces for more integrated approaches to problem solving, the series caters to the notion that most innovation stems from combining knowledge and research results from related but so far separated areas. Volumes will be edited by expert authors and editors and will contain contributions from different disciplines. All authors, and especially volume editors are encouraged to engage in developing more robust theoretical models that can be applied in actual practice and lead to policy development. Editorial Board: Professor Johannes Siegrist, University of Düsseldorf, Germany Professor Peter Chen, University of South Australia Professor Katherine Lippel, University of Ottawa, Canada Professor Nicholas Ashford, MIT, USA, Dr Steve Sauter, NIOSH, USA, Dr Peter Hasle, Aalborg University, Denmark More information about this series at http://www.springer.com/series/10757
Teresa Mendonça McIntyre Scott E. McIntyre • David J. Francis Editors
Educator Stress An Occupational Health Perspective
Editors Teresa Mendonça McIntyre Department of Psychology, College of Education and Behavioral Sciences Houston Baptist University Houston, TX, USA
Scott E. McIntyre College of Human Sciences and Humanities University of Houston-Clear Lake Houston, TX, USA
Texas Institute for Measurement, Evaluation and Statistics (TIMES) University of Houston Houston, TX, USA David J. Francis Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics University of Houston Houston, TX, USA
ISSN 2213-0497 ISSN 2213-0470 (electronic) Aligning Perspectives on Health, Safety and Well-Being ISBN 978-3-319-53051-2 ISBN 978-3-319-53053-6 (eBook) DOI 10.1007/978-3-319-53053-6 Library of Congress Control Number: 2017946021 © Springer International Publishing AG 2017 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. Printed on acid-free paper This Springer imprint is published by Springer Nature The registered company is Springer International Publishing AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
This book is dedicated to the five generations of educators in our family who emulated the values of education, service, integrity, selflessness, and passionate investment in youth and their future. In particular, to our mother Isabel, a dedicated educator and a woman of faith who inspired us to invest our lives and careers in the betterment of others and in supporting the creative process in teaching, research, and practice. Teresa Mendonça McIntyre and Scott E. McIntyre This book is dedicated to my father, John, and mother, Carolyn; my daughters, Ashleigh and Heather; and my partner, Kristi, for their constant encouragement and unwavering support of my educational pursuits, and to the many great teachers and colleagues from whom I have learned so much and benefitted so greatly. David Francis
Foreword 1
That teaching can be a hazardous profession is beyond question. US Bureau of Labor Statistics data (US Department of Labor, 2015) show a 2014 incidence rate for occupational injuries and illnesses of 4.2 cases per 100 public school elementary and secondary teachers, exceeding the overall incidence rate for service industries (3.0), and even the manufacturing (4.0) and construction (3.6) sectors. Early reviews by Rogers (1926) and others (Review of Educational Research, 1931) illustrate a longstanding concern about the health and well-being of teachers, but in recent years this literature has expanded dramatically. A literature search crossing “teacher” with “stress,” “injury,” “safety,” or “health” shows a tripling of the number of articles in peer-reviewed journals in the decade 2000–2009 compared to all years past, with the number on pace to double again in the current decade. Consistent with the interests of the present volume, the great majority of this work focusses on the psychological well-being of teachers and psychosocial stressors encountered in educational environments. Sample findings from the National Institute for Occupational Safety and Health Quality of Worklife Survey show that this focus is well-founded. Cumulative (2002–2014) data from the survey suggest, for example, a pattern in which teachers as a whole, from preschool to postsecondary instructional settings, experience workload demands in excess of workforce norms. Descriptive results show that teachers much more commonly reported working beyond normal duty hours, having difficulty taking time off, and working second jobs. At the same time, they were less likely to report that monthly incomes sufficed to meet family needs – a prescription for stress according to the effort-reward model (Siegrist, 1996). Correspondingly, teachers reported reduced health-related quality of life and more frequent experience of stressful working conditions. Surprisingly, in the presence of exponential growth of the scientific literature on stress in the teaching profession, few efforts have been made to distill this information for researchers and practitioners – something the present volume accomplishes nicely. The volume has several distinguishing qualities. It delivers a truly international perspective on stress in teachers, with contributions from North America, Europe, Scandinavia, and Australia. Treatment of stress in teachers is exceptionally vii
viii
Foreword 1
comprehensive, inclusive of job stress theory, risk factors, stress-related outcomes, research methodology, intervention modalities, and research translation. Of special importance, the volume is unique in bringing an occupational health psychology (OHP) perspective to understanding and preventing stress among teachers. In this regard, it draws broadly on occupational stress theory and models rooted in the behavioral sciences to help understand the sources and mechanisms of stress in teachers and to frame interventions. Further to the OHP perspective, a systems approach to understanding and preventing stress among teachers is evident throughout the volume. Risk factors for stress are addressed at the level of teacher individual differences, the organization of work, school context (policy, practice, and climate; labor-management relations), and societal and political forces. In turn, the volume advances explanatory models and avenues for intervention that recognize the collective influence of these different factors. In sum, it is not just access to fresh and authoritative information on the causes and control of teacher stress that commends this volume, but also the OHP framework in which this information is grounded.
References Chapter IX: The Health of Teachers. (1931). Review of Educational Research, 1, 111–114. Rogers, D. J. F. (1926). The health of the teacher, by James Frederick Rogers. Washington, DC: U.S. Government Printing Office. Siegrist, J. (1996). Adverse health effects of high-effort/low-reward conditions. Journal of Occupational Health Psychology, 1, 27–41. U.S. Department of Labor, Bureau of Labor Statistics. (2015). News release. Employer-reported workplace injuries and illnesses – 2014. Retrieved from http://www.bls.gov/iif/oshwc/osh/os/ ostb4343
Highland Heights, KY, USA
Steven L. Sauter
Foreword 2
Teachers play a critical role in shaping the lives of our children. Teachers not only facilitate learning, but they can strongly influence a child’s social and emotional development. Today, teaching is one of the most stressful occupations; this is true not only in the USA but in many countries around the world. High levels of stress are affecting teachers’ health and well-being, causing teacher burnout, lack of engagement, job dissatisfaction, poor performance, and some of the highest turnover rates ever seen. Although the study of educator stress, health, and well-being is not new, most of this literature lacks a strong theoretical and conceptual basis. Ably edited by Teresa Mendonça McIntyre and colleagues, this volume opens horizons by creating a landscape of new ideas for the next generation of research on teachers’ health and well-being. In addition to facilitating learning, teachers are key agents of socialization, helping students reach their highest potential and develop into responsible citizens. But, over the past years, teaching has become increasingly stressful due to changes in policies such as high-stakes testing, the “de-professionalization” of the public’s view of teaching that has occurred in numerous countries, and the cutbacks in supportive services in schools that have placed a greater burden on teachers, especially in schools that serve high rates of disadvantaged children. This volume takes on this large task of helping the reader to conceptualize and make sense of the data on teacher stress and burnout as well as beginning to articulate solutions. One of the many important features of this book is the number of international contributors that provide perspectives from different culture contexts. Interestingly, although education is structured in various ways across these culture contexts, it appears that educator stress, and its consequences, are a ubiquitous concern in the modern world. The book’s title Educator Stress: An Occupational Health Perspective signals the introduction of a broadened conceptual model for understanding both the causes and the potential solutions to preventing and reducing teacher stress and thus improving teachers’ physical health, psychological well-being, instruction, and relationships with their students and colleagues. By taking a novel “occupational health perspective,” the book utilizes both theory and research to argue for the need to understand and intervene to support the teacher’s functioning and resilience from ix
x
Foreword 2
both an individual perspective and an organizational perspective. While individual models of intervention/prevention have been relatively well-studied, the paucity of conceptualization and research at the organizational level is remarkable and emblematic of why there has been so little quality research on effective solutions to improve the lives of teachers. Each section and chapter add to the quilt of ideas that build toward a multilevel, occupational health-focused perspective from which to consider educators’ social, emotional, physiological well-being and its impact on the quality of their instruction. While broad theories of occupational health are useful, teachers work in quite unique circumstances compared to many other professions. This is partly because of the rigid structure of what we call “school,” the lack of job autonomy, and the dramatic increase in the unique work demands in the past few decades. It is not surprising that this “crisis” was forewarned just 60 years ago by Seymour Sarason when he characterized teaching “as the loneliest profession.” There is a need for greater innovation in developing and assessing the effectiveness of policies and programs to reduce educators’ stress and improve their wellbeing. In particular, there is a need for further work on the conceptualization and careful testing of organizational strategies to improve “work processes” such as reducing excessive work demands, increasing job control, creating more collaborative leadership, and building more effective school cultures. As this book breaks new ground for the science of the study of the needs of educators, it also provides a roadmap for future science. I look forward to the influence of this book in generating rigorous science that helps us to better understand and intervene to improve the lives of educators and all the lives of the youth they touch. Warm Beach Stanwood, WA, USA
Mark T. Greenberg
Preface
I can honestly say that my mental health was damaged this past year and it will take me a while to recuperate. I teach at an inner-city middle school. Actually, next year I am changing schools so I can escape my present situation. Teacher, personal communication, June 1, 2014
Education is a core value of developed societies, and it is recognized that supporting education in developing countries is key to their economic and civic development. Educators1 are perhaps the most important element in achieving quality education, their key role in student development and academic success being one reason why the teaching profession still attracts young people that want to make a difference and why, for many years, teaching was considered to be a “noble” profession. Despite the fact that the importance of educators is still undisputed, the quote from the middle school teacher above suggests that a lot has changed over the past 50 years in a teacher’s job description, their daily challenges, how they feel about their jobs, and their ability to carry on their duties professionally and personally. It is common knowledge that many beginning teachers quit the profession during their first 5 years and that teacher morale is at an all-time low. Educator stress is a topic that seems to encapsulate many of the struggles and challenges that teachers face today. Therefore, it is no surprise that both educators and education researchers have tried to better understand the causes of stress in educators, its consequences, and how to reduce it. While much progress has been made in understanding educator stress, there has been less success in developing effective approaches that can ameliorate this problem. One of the reasons for this may be the lack of existing dialogue between disciplines that address this topic such as education, psychology, occupational safety and health, public health, etc., as well as a lack of dialogue among scientists, practitioners, and policy makers. Educator is defined by the Oxford English Dictionary as “a person who provides instruction or education; a teacher.” We opted to emphasize the term “educator” due to its connection with the broader mission of teachers to not only instruct but also educate, i.e., support the overall development of the student rather than academic achievement alone. However, in this volume the terms educator and teacher will be used interchangeably. 1
xi
xii
Preface
The idea for this book was fueled by the editors’ collaboration in the past 8 years on an Institute of Education Sciences-funded grant (McIntyre et al., 2011, grant#305A110080 to the University of Houston) which sought to expand knowledge on the link between teacher stress, teaching effectiveness, and student outcomes. The editors came from different backgrounds (health, organizational psychology, and education), which generated a rich dialogue in approaching this topic. We also came to realize that there is a seeming split between education, psychology, and occupational health fields, in research and practice on educator stress. For instance, occupational health models and concepts are seldom applied in education research, and education research on teacher stress does not often appear in occupational health publications, especially in the USA. There also seems to be a relative neglect of teacher well-being on the part of funding sources both in education and occupational health. This realization inspired the editors to organize a volume that would encourage a dialogue on educator stress among researchers and practitioners from different disciplines and backgrounds and bring the subject to the forefront. This volume stems from an effort by the editors to bring together researchers from different perspectives, educators, and policy makers (e.g., union leaders) to report on the state-of-the-art thinking and practices on this vital topic for educators and quality education. This purpose is in line with the book’s series “Aligning Perspectives in Health, Safety and Well-Being” which emphasizes that synergies ensuing from interdisciplinary dialogue can generate more robust knowledge and promote more effective practices and policy in achieving healthier and safer workplaces and societies. While there have been many books published on the topic of teacher stress, there has not been an integrative and comprehensive review of theory, research, methodology, and intervention on the topic of stress in educators. A novel aspect of this book is that it uses an occupational health framework to examine the problem of educator stress, by presenting theory-driven intervention strategies to reduce stress load, thereby supporting educator resilience and healthy school organizations. Very often the problem of educator stress is dealt with by focusing on the teachers alone, by increasing teachers’ skills in managing their daily challenges and investing in teacher training. While these approaches are needed and supported by empirical evidence, they tend to address the symptoms of educator stress without confronting the roots of the problem, which lie with policies (federal, state, district, school levels), school organization (e.g., leadership style, teacher autonomy/participation), and work characteristics (e.g., levels and type of demand, pace of work, colleague support). While occupational health (OH) approaches have been widely used in addressing stress and other work issues in various service professions (e.g., health professionals), there seems to be a lag in terms of applying occupational health strategies to reducing educator stress. OH approaches focus on supporting the development of healthy school cultures that reduce toxic physical and social environments and promote policies and evidence-based practices that support teachers and their health and well-being. Another important feature of this volume is its international focus. The problem of educator stress is global, affecting teachers in Africa and Asia, as well as in
Preface
xiii
Europe and North America. While there are many commonalities to the experience of stressed teachers, it is important to recognize that the problem of educator stress is embedded in its cultural, geographic, and economic context. This volume provides an international perspective on key challenges facing educators, such as teacher stress, teacher retention, training effective teachers, teacher accountability, and developing healthy school systems. We have to recognize that most of the contributors are from developed countries, which is where most of the research on teacher stress has evolved, but the chapter authors have made an effort to cover the topic internationally to reflect the diversity of experiences and potential solutions to educator stress, one chapter focusing on contextual and cultural differences affecting educator stress. This volume is divided in four parts that aim to present a comprehensive coverage of the topic, including defining the problem, understanding educator stress, solving the problem (intervention), and moving forward in research, practice, and policy. Part I starts out by introducing and defining the problem of educator stress from an international point of view and also examining educator stress in the context of current education policy and challenges. Several chapters address the consequences of educator stress in terms of mental health and well-being, biological pathways to disease vulnerability, teaching self-efficacy, and attrition. Part II reviews the main conceptual models that explain educator stress while applying an occupational health framework to education contexts. It covers well-known models of work stress such as the job demands-control-support model, the effort-reward imbalance model, and the job demands-resources model. It ends with a proposal of an integrative theory of educator stress. Part III starts with the definition of what constitutes a healthy school organization as a backdrop to the following chapters, which review the application of stress and occupational health psychology theories to intervention. Interventions are presented at three levels: individual (e.g., mindfulness interventions), individual-organization interface (e.g., mentoring), and organizational (e.g., job redesign). New directions in intervention are addressed in a chapter on schools and cyberbullying. Part IV presents a review of methodological issues facing researchers on educator stress and identifies future trends for research on this topic, including the use of new technology advances in educator stress research. It includes a discussion on the translation of educator stress research into practice and policy, including teacher training and development. It ends with a commentary by the editors on the implications of an occupational health perspective to furthering educator stress research, practice, and policy. This volume is also largely inspired by the teachers, principals, and districts with whom we have collaborated in the past 8 years. Through the course of our grant, we witnessed firsthand the extraordinary stress that teachers experience daily, but also their incredible resilience. We also received many emails from teachers around the USA, and even Canada, expressing their appreciation for our pursuit of this topic. One of them stated, “I am happy about the idea of someone realizing that teachers are stressed, that someone cares enough to look at how stressful our job is” (Teacher, personal communication, Fall 2011). We want to acknowledge these educators and educators in general for their support and inspiration to this volume. The
xiv
Preface
many contributors in this volume provide a diversified reflection on stress in educators and make recommendations for research, practice, and policy to promote healthy school organizations, support teachers and their well-being, and thus impact the quality of education. We hope this volume will be helpful to policy makers, school officials, educators, school counselors, and others that strive to dignify the teaching profession and promote the core value of educator health and well-being. Houston, TX, USA
Teresa Mendonça McIntyre Scott E. McIntyre David J. Francis
Contents
Part I Defining the Problem of Educator Stress in the Context of Current Education Challenges 1 School Context and Educational System Factors Impacting Educator Stress...................................................................... 3 Rebecca J. Collie, Nancy E. Perry, and Andrew J. Martin 2 Current Knowledge on the Nature, Prevalence, Sources and Potential Impact of Teacher Stress................................................. 23 Cheryl Travers 3 Consequences of Job Stress for the Mental Health of Teachers................................................................................................ 55 Irvin Sam Schonfeld, Renzo Bianchi, and Peter Luehring-Jones 4 Biological Pathways to Stress-Related Disease Vulnerability in Educators.............................................................................................. Silja Bellingrath and Brigitte M. Kudielka
77
5 Teacher Stress and Teacher Self-Efficacy: Relations and Consequences.................................................................................... 101 Einar M. Skaalvik and Sidsel Skaalvik 6 Consequences of Educator Stress on Turnover: The Case of Charter Schools.................................................................................... 127 Stephanie L. Cano, Belinda Bustos Flores, Lorena Claeys, and Daniel A. Sass 7 The Role of Culture and Other Contextual Factors in Educator Stress.................................................................................... 157 Christopher J. McCarthy, Sally Lineback, Paul G. Fitchett, Richard G. Lambert, Maytal Eyal, and Lauren H. Boyle
xv
xvi
Contents
Part II Understanding Educator Stress from an Occupational Health Framework 8 Development and Testing of a Theoretical-Empirical Model of Educator Stress, Coping and Burnout................................... 181 Cameron Montgomery 9 The Job Demand-Control (-Support) Model in the Teaching Context........................................................................... 197 Margot van der Doef and Chris Verhoeven 10 Applying Occupational Health Theories to Educational Stress and Health: Evidence from the Effort-Reward Imbalance Model...................................................................................... 223 Johannes Siegrist 11 Applying Occupational Health Theories to Educator Stress: Contribution of the Job Demands-Resources Model............................ 237 Toon W. Taris, Peter L.M. Leisink, and Wilmar B. Schaufeli 12 Towards a Dynamic Integrative Theory of Educator Stress................ 261 Teresa Mendonça McIntyre, Scott E. McIntyre, Christopher D. Barr, David J. Francis, and Angelia C. Durand Part III Managing and Reducing Stress in Education Systems 13 Defining Healthy Schools: An Occupational Health Psychology Perspective on Healthy School Climates............................ 293 Robert R. Sinclair, Janelle H. Cheung, and Adam Cox 14 Individual-Level Interventions: Mindfulness-Based Approaches to Reducing Stress and Improving Performance Among Teachers................................................................ 319 Patricia A. Jennings and Anthony A. DeMauro 15 Individual-Organizational Interface (IOI) Interventions to Address Educator Stress..................................................................... 347 Raymond Randall and Cheryl Travers 16 Organizational Interventions to Reduce Sources of K-12 Teachers’ Occupational Stress.................................................. 369 Paul Landsbergis, Jeanette Zoeckler, Bianca Rivera, Darryl Alexander, Amy Bahruth, and Wendy Hord 17 New Directions in Intervention: Cyber-Bullying, Schools and Teachers............................................................................... 411 Tom Cox, Magda Marczak, Kevin Teoh, and Juliet Hassard
Contents
xvii
Part IV Implications for Research, Practice, and Policy in Education 18 Issues in Research Methodology on Educator Stress........................... 439 David J. Francis, Christopher D. Barr, Julia S. Benoit, and Teresa Mendonça McIntyre 19 Translating Educator Stress Research into Practice and Policy......... 471 Peggy McCardle 20 Implications of an Occupational Health Perspective for Educator Stress Research, Practice, and Policy.............................. 485 Scott E. McIntyre, Teresa Mendonça McIntyre, and David J. Francis Index.................................................................................................................. 507
Contributors
Darryl Alexander American Federation of Teachers, Health, Safety and Well- being Department, Washington, DC, USA Amy Bahruth American Federation of Teachers, Health, Safety and Well-being Department, Washington, DC, USA Christopher D. Barr Texas Institute for Measurement, Evaluation and Statistics (TIMES), University of Houston, Houston, TX, USA Silja Bellingrath Department of Work and Organizational Psychology, University Duisburg-Essen, Duisburg, Germany Julia S. Benoit College of Optometry, Department of Basic Science, and Texas Institute for Measurement, Evaluation and Statistics (TIMES), University of Houston, Houston, TX, USA Renzo Bianchi Institute of Work and Organizational Psychology, University of Neuchâtel, Neuchâtel, Switzerland Lauren H. Boyle The College of Education, The University of Texas at Austin, Austin, TX, USA Stephanie L. Cano Analytic Focus, LLC, San Antonio, TX, USA Janelle H. Cheung Department of Psychology, College of Behavioral, Social and Health Sciences, Clemson University, Clemson, SC, USA Oregon Institute of Occupational Health Sciences, Oregon Health & Science University, Portland, OR, USA Lorena Claeys College of Education and Human Development, Academy for Teacher Excellence, University of Texas at San Antonio, San Antonio, TX, USA Rebecca J. Collie School of Education (Educational Psychology Research Group), University of New South Wales, Sydney, NSW, Australia
xix
xx
Contributors
Adam Cox Department of Psychology, College of Behavioral, Social and Health Sciences, Clemson University, Clemson, SC, USA Tom Cox Centre for Sustainable Working Life, School of Business, Economics & Informatics, Birkbeck University of London, London, UK Anthony A. DeMauro Curry School of Education, CISE Department, University of Virginia, Charlottesville, VA, USA Angelia C. Durand College of Education and Behavioral Sciences, Houston Baptist University, Houston, TX, USA Maytal Eyal The College of Education, The University of Texas at Austin, Austin, TX, USA Paul G. Fitchett Cato College of Education, University of North Carolina at Charlotte, Charlotte, NC, USA Belinda Bustos Flores College of Education and Human Development, Department of Bicultural-Bilingual Studies & Academy, Academy for Teacher Excellence, University of Texas at San Antonio, San Antonio, TX, USA David J. Francis Department of Psychology, Texas Institute for Measurement, Evaluation, and Statistics, University of Houston, Houston, TX, USA Juliet Hassard Centre for Sustainable Working Life, School of Business, Economics & Informatics, Birkbeck University of London, London, UK Wendy Hord New York State United Teachers, NY, USA Patricia A. Jennings Curry School of Education, CISE Department, University of Virginia, Charlottesville, VA, USA Brigitte M. Kudielka Department of Medical Psychology, Psychological Diagnostics and Research Methodology, University of Regensburg, Regensburg, Germany Richard G. Lambert Cato College of Education, University of North Carolina at Charlotte, Charlotte, NC, USA Paul Landsbergis Department of Environmental and Occupational Health Sciences, School of Public Health, State University of New York (SUNY) Downstate Medical Center, New York, NY, USA Peter L.M. Leisink School of Governance, Utrecht University, Utrecht, The Netherlands Sally Lineback The College of Education, The University of Texas at Austin, Austin, TX, USA Peter Luehring-Jones Department of Psychological and Brain Sciences, Boston University, Boston, MA, USA
Contributors
xxi
Magda Marczak Faculty of Health and Life Sciences, Coventry University, Coventry, UK Andrew J. Martin School of Education, University of New South Wales, Sydney, Australia Peggy McCardle Peggy McCardle Consulting and Haskins Laboratories, Seminole, FL, USA Christopher J. McCarthy Department of Educational Psychology, The University of Texas at Austin, Austin, TX, USA Scott E. McIntyre College of Human Sciences and Humanities, University of Houston-Clear Lake, Houston, TX, USA Teresa Mendonça McIntyre Department of Psychology, College of Education and Behavioral Sciences, Houston Baptist University, Houston, TX, USA Texas Institute for Measurement, Evaluation and Statistics (TIMES), University of Houston, Houston, TX, USA Cameron Montgomery Faculty of Education, University of Ottawa, Ottawa, ON, Canada Nancy E. Perry Department of Educational and Counselling Psychology, and Special Education, University of British Columbia, Vancouver, Canada Raymond Randall School of Business and Economics, Loughborough University, Loughborough, UK Bianca Rivera School of Public Health, State University of New York (SUNY) Downstate, NY, USA Daniel A. Sass College of Business, Department of Management Science and Statistics, University of Texas at San Antonio, San Antonio, TX, USA Wilmar B. Schaufeli Department of Social, Health and Organizational Psychology, Utrecht University, Utrecht, The Netherlands Research Unit Occupational & Organizational Psychology and Professional Learning, University of Leuven, Leuven, Belgium Irvin Sam Schonfeld Department of Psychology, The City College of the City University of New York, New York, NY, USA Departments of Educational Psychology and Psychology, The Graduate Center of the City University of New York, New York, NY, USA Johannes Siegrist Institute of Medical Sociology, University of Düesseldorf, Düesseldorf, Germany Robert R. Sinclair Department of Psychology, College of Behavioral, Social and Health Sciences, Clemson University, Clemson, SC, USA
xxii
Contributors
Einar M. Skaalvik Norwegian University of Science and Technology (NTNU) Social Research, Trondheim, Norway Sidsel Skaalvik Department of Education and Lifelong Learning, Norwegian University of Science and Technology, Trondheim, Norway Toon W. Taris Department of Social, Health and Organizational Psychology, Utrecht University, Utrecht, The Netherlands Kevin Teoh Centre for Sustainable Working Life, School of Business, Economics & Informatics, Birkbeck University of London, London, UK Cheryl Travers School of Business and Economics, Loughborough University, Loughborough, UK Margot van der Doef Faculty of Social Sciences, Leiden University, Leiden, The Netherlands Chris Verhoeven Faculty of Social Sciences, Leiden University, Leiden, The Netherlands Jeanette Zoeckler Occupational Health Clinical Center, Syracuse, NY, USA
About the Editors
Teresa Mendonça McIntyre, M.Ed., M.A., Ph.D., FEHPS is Dean of the College of Education and Behavioral Sciences and professor of Psychology at Houston Baptist University, and adjunct professor at the Texas Institute for Measurement, Evaluation, and Statistics (TIMES), University of Houston, USA. She was previously research professor at TIMES, University of Houston, and director of the health psychology doctoral/master’s programs at the University of Minho, Portugal. She has had over 20 years of experience as lead researcher in job stress, health, and education and more recently as principal investigator on a US Department of Education (IES)-funded grant on teachers’ stress, effectiveness, and student outcomes. Dr. McIntyre has been president of the European Health Psychology Society (EHPS) and is fellow of the EHPS and deputy chair of its Honorary Fellows Committee. She has served on many journal editorial boards, including the European Psychologist, Health Psychology Review, Health Psychology Bulletin, and the Brazilian Review of Health Promotion. Dr. McIntyre has edited and coedited several books and has published more than 150 chapters and articles internationally. Scott E. McIntyre, M.Ed., M.A., Ph.D. is associate professor and director of the Industrial-Organizational program at the University of Houston-Clear Lake. He has a diversified experience in organizational consulting, such as with AT&T (USA) and International Survey Research (ISR, UK). In Portugal, he was a professor of social and organizational psychology at the University of Minho and at the University Institute of Maia (ISMAI) where he chaired the Psychology Department. Together with his wife, he pioneered the development of occupational health psychology in Portugal and conducted research on occupational stress in at-risk professions. He has published internationally and coedited several books, such as Occupational Health Psychology: European Perspectives on Research, Education and Practice (Vols. I and II). He served on the Executive Committee of the European Academy of Occupational Health Psychology, was a charter member of the Society for Occupational Health Psychology, and is an ad hoc reviewer in several organizational and occupational health journals.
xxiii
xxiv
About the Editors
David J. Francis, M.A., Ph.D. is Hugh Roy and Lillie Cranz Cullen Distinguished University Chair of Quantitative Methods in the Department of Psychology; director of the Texas Institute for Measurement, Evaluation, and Statistics (TIMES); and co-director of the Center for Advanced Computing and Data Systems at the University of Houston. He is a fellow of the Association for Psychological Science, of Division 5 of the American Psychological Association, and an inaugural fellow of the American Educational Research Association. He has published over 250 scientific articles and has served on the editorial boards of numerous journals in psychology and education. Dr. Francis chairs the National Research Council’s Board on Testing and Assessment; is a frequent advisor to the US Department of Education on statistical issues, assessment and accountability, and English language learners; and is internationally known for his research on validity in the identification and classification of learning disabilities.
