PDF(Pubmed)
Abstract：
The teaching profession highly stressful, and teachers are often faced with challenging situations. This is particularly the case in STEM (science, technology, engineering, and math) education, which is a uniquely demanding and challenging field. This study examined the role of emotional regulation (ER) skills in STEM teachers\' stress, well-being, and burnout. The sample included 165 STEM teachers in middle and high schools who completed standard online questionnaires on ER, stress, well-being, and burnout. They were also asked to comment on three videos depicting authentic mathematical and pedagogical situations. The results indicated that contrary to popular belief, seniority was not linked with levels of stress, difficulties in ER, lower levels of well-being, or higher levels of burnout. A structural equation model and bootstrapping analysis showed teachers\' levels of stress predicted their well-being, and this link between stress and well-being was mediated by teachers\' level of difficulty in ER. The study highlights the importance of STEM teachers\' well-being and suggests the need to reduce stress and burnout by providing tools for teachers to regulate their emotions in the classroom.
摘要：
教师职业压力很大，教师经常面临挑战。在STEM(科学，技术,工程,和数学)教育，这是一个独特的要求和具有挑战性的领域。这项研究调查了情绪调节(ER)技能在STEM教师压力中的作用，幸福,和倦怠。样本包括165名初中和高中的STEM教师，他们完成了关于ER的标准在线问卷，压力，幸福,和倦怠。他们还被要求对三个描述真实数学和教学情况的视频发表评论。结果表明，与普遍的看法相反，资历与压力水平无关，ER的困难，较低的幸福感，或更高水平的倦怠。结构方程模型和自举分析表明，教师的压力水平可以预测他们的幸福感，这种压力和幸福感之间的联系是由教师在急诊室的难度水平介导的。该研究强调了STEM教师健康的重要性，并建议有必要通过为教师提供工具来调节他们在课堂上的情绪来减轻压力和倦怠。
