Implications of an Occupational Health Perspective for Educator Stress Research, Practice, and Policy

Abstract

This final chapter reviews the implications of applying an occupational health perspective to research, practice and policy on educator stress. It argues for the need to bring educator stress to the forefront of education research and practice in terms of explanatory models, research methodology, and intervention strategies. Applying models and methods of occupational health psychology to addressing the negative individual and organizational consequences of educator stress is one such avenue. The chapter outlines important areas for research that have the potential to expand knowledge and inform interventions directed at supporting quality teaching and student learning. The relation between educator stress and performance has seen fewer studies, especially in its relation to teaching effectiveness. The topic of school violence has merited public attention and policy development, although edu- cator stress processes have not been included in the research or intervention efforts to address this important issue. An occupational health perspective emphasizes the importance of a systemic and preventive view of work stress, and thus expanding the research agenda to consider stress in school systems would greatly benefit com- prehensive intervention and policy efforts. Expanding educator stress research and intervention with school leadership could better inform administrative practices with positive implications for the whole school organization. Knowledge on educa- tor stress also draws implications for training and development of school leaders and teachers, bringing well-being to the center of improving schools and transform- ing them into healthy organizations.