How Does Perceived Stress Relate to Life Satisfaction in pre-University Teachers? The Mediating Role of Wellbeing
DOI:
https://doi.org/10.18662/rrem/15.3/752Keywords:
perceived stress, life satisfaction, psychological wellbeing, emotional wellbeing, social wellbeing, pre-university teacherAbstract
The detrimental effects of stress on life satisfaction in general population are well known. However, the associations between these variables and their underlying mechanisms scarce among teachers. Therefore, it was investigated the possible mediating effect of wellbeing on the link between pre-university Romanian teachers’ perceived stress and their life satisfaction. Participants included 1390 teachers (mean age = 38.76, ± SD = 10.08; 72% female) filled out measures of perceived stress, wellbeing and life satisfaction on-line. The results suggest that perceived stress had significant negative associations with all three dimensions of wellbeing and life satisfaction. Furthermore, all three dimensions of wellbeing (emotional wellbeing, social wellbeing, psychological wellbeing) were significantly positively associated with teachers' life satisfaction. Additionally, all wellbeing dimensions mediated the negative effect of perceived stress on life satisfaction. Overall, the results from this study indicate that all three dimensions of wellbeing are an important protector factor that could help us to comprehend the negative effect of teachers’ perceived stress on their life satisfaction.
References
Bano, S., & Malik, S. (2014). Effect of Occupational Stress on Life Satisfaction among Private and Public School Teachers. JISR Management and Social Sciences & Economics, 12(1), 61–72. https://doi.org/10.31384/jisrmsse/2014.12.1.5
Boonen, T., Van Damme, J., & Onghena, P. (2014). Teacher effects on student achievement in first grade: which aspects matter most?. School Effectiveness and School Improvement, 25(1), 126-152. https://doi.org/10.1080/09243453.2013.778297
Buetell, N. (2006). Life satisfaction, asloan work and family encyclopedia entry, in Sloan work-family. Encyclopedia, Boston College.
Charlemagne-Badal, S. J., Lee, J. W., Butler, T. L., & Fraser, G. E. (2015). Conceptual domains included in wellbeing and life satisfaction instruments: A review. Applied Research in Quality of Life, 10(2), 305–328. https://doi.org/10.1007/s11482-014-9306-6
Cohen, S., Kamarck, T., & Mermelstein, R. (1994). Perceived stress scale. Measuring stress: A guide for health and social scientists, 10(2), 1-2.
Diener, E. D., Emmons, R. A., Larsen, R. J., & Griffin, S. (1985). The satisfaction with life scale. Journal of personality assessment, 49(1), 71-75. https://doi.org/10.1207/s15327752jpa4901_13
Gómez del Amo, R., & Guerrero-Barona, E. (2018). Factores de riesgo psicosocial, estrés percibido y salud mental en el profesorado. Clínica Contemporánea, 9(1), E2, 1–12. https://doi.org/10.5093/cc2018a2
Granziera, H., Collie, R., & Martin, A. (2021). Understanding Teacher Wellbeing Through Job Demands-Resources Theory. In C. F. Mansfield (Ed.), Cultivating Teacher Resilience (pp. 229–244). Springer Singapore. https://doi.org/10.1007/978-981-15-5963-1_14
Harris, A. R., Jennings, P. A., Katz, D. A., Abenavoli, R. M., & Greenberg, M. T. (2016). Promoting Stress Management and Wellbeing in Educators: Feasibility and Efficacy of a School-Based Yoga and Mindfulness Intervention. Mindfulness, 7(1), 143–154. https://doi.org/10.1007/s12671-015-0451-2
Hattie, J. (2009). Visible learning: A synthesis of 800+ meta-analyses on achievement. Routledge.
Huyghebaert, T., Gillet, N., Beltou, N., Tellier, F., & Fouquereau, E. (2018). Effects of workload on teachers’ functioning: A moderated mediation model including sleeping problems and overcommitment. Stress and Health, 34(5), 601–611. https://doi.org/10.1002/smi.2820
Iriarte Redín, C., & Erro-Garcés, A. (2020). Stress in teaching professionals across Europe. International Journal of Educational Research, 103, 101623. https://doi.org/10.1016/j.ijer.2020.101623
Kaya, Z., & Çenesiz, G. Z. (2020). The predictor roles of life-satisfaction, and intrinsic-extrinsic motivation on the psychological well-being of pre-service teachers. International Online Journal of Education and Teaching, 7(4). 1370-1387. http://iojet.org/index.php/IOJET/article/view/948
Kern, M. L., Waters, L., Adler, A., & White, M. (2014). Assessing employee wellbeing in schools using a multifaceted approach: Associations with physical health, life satisfaction, and professional thriving. Psychology, 5(6), 500–513. https://doi.org/10.4236/psych.2014.56060
Keyes, C. L. M. (n.d.). Mental Health in the CDS Youth [Unpublished Doctoral Thesis]. Emory University.
Kwon, K. A., Ford, T. G., Salvatore, A. L., Randall, K., Jeon, L., Malek-Lasater, A., ... & Han, M. (2020). Neglected elements of a high-quality early childhood workforce: Whole teacher well-being and working conditions. Early Childhood Education Journal, 50, 157–168. https://doi.org/10.1007/s10643-020-01124-7
Lamers, S. M. A., Westerhof, G. J., Bohlmeijer, E. T., ten Klooster, P. M., & Keyes, C. L. M. (2010). Evaluating the psychometric properties of the Mental Health Continuum-Short Form (MHC-SF). Journal of Clinical Psychology, 67, 99–110. https://doi.org/10.1002/jclp.20741
Luque-Reca, O., García-Martínez, I., Pulido-Martos, M., Lorenzo Burguera, J., & Augusto-Landa, J. M. (2022). Teachers’ life satisfaction: A structural equation model analyzing the role of trait emotion regulation, intrinsic job satisfaction and affect. Teaching and Teacher Education, 113, 103668. https://doi.org/10.1016/j.tate.2022.103668
MacIntyre, P. D., Ross, J., Talbot, K., Mercer, S., Gregersen, T., & Banga, C. A. (2019). Stressors, personality and wellbeing among language teachers. System, 82, 26–38. https://doi.org/10.1016/j.system.2019.02.013
Maddux, J. E. (2018). Subjective Well- Being and Life Satisfaction (First edition). Routledge Taylor & Francis.
Naghieh, A., Montgomery, P., Bonell, C. P., Thompson, M., & Aber, J. L. (2015). Organisational interventions for improving wellbeing and reducing work-related stress in teachers. Cochrane Database of Systematic Reviews, 4, CD010306. https://doi.org/10.1002/14651858.CD010306.pub2
Oades, L. G., & Mossman, L. (2017). The Science of Wellbeing and Positive Psychology. In A. Jarden, L. Oades, & M. Slade (Eds.), Wellbeing, Recovery and Mental Health (pp. 7–23). Cambridge University Press. https://doi.org/10.1017/9781316339275.003
Office for Standards in Education. (2019). Teacher well-being at work in schools and further education providers. Office for Standards in Education. https://www.gov.uk/government/publications/teacher-well-being-at-work-in-schools-and-further-education-providers
Pavot, W., & Diener, E. (2008). The satisfaction with life scale and the emerging construct of life satisfaction. The Journal of Positive Psychology, 3(2), 137–152. https://doi.org/10.1080/17439760701756946
Ribeiro, Í. J., Pereira, R., Freire, I. V., de Oliveira, B. G., Casotti, C. A., & Boery, E. N. (2018). Stress and quality of life among university students: A systematic literature review. Health Professions Education, 4(2), 70-77. https://doi.org/10.1016/j.hpe.2017.03.002
Seligman, M. (2011). Flourishing. Free Press.
Sheffield, D., Dobbie, D., & Carroll, D. (1994). Stress, social support, and psychological and physical wellbeing in secondary school teachers. Work & Stress, 8(3), 235–243. https://doi.org/10.1080/02678379408259995
Ursu, A., & Măirean, C. (2022). Cognitive Emotion Regulation Strategies as Mediators between Resilience and Stress during COVID-19 Pandemic. International Journal of Environmental Research and Public Health, 19(19), 12631. https://doi.org/10.3390/ijerph191912631
Veenhoven, R. (1996). The study of life satisfaction. In W. E. Saris, R. Veenhoven, A. C. Scherpenzeel, & B. Bunting (Eds.), A Comparative Study of Satisfaction with Life in Europe. Eötvös University Press.
Vesely, A. K., Saklofske, D. H., & Nordstokke, D. W. (2014). EI training and pre-service teacher wellbeing. Personality and Individual Differences, 65, 81–85.
Von der Embse, N., & Mankin, A. (2021). Changes in teacher stress and wellbeing throughout the academic year. Journal of Applied School Psychology, 37(2), 165–184. https://doi.org/10.1080/15377903.2020.1804031
World Health Organization. (2023, June 19). What is stress? Retrieved from https://www.who.int/news-room/questions-and-answers/item/stress
Wirtz, P. H., & von Känel, R. (2017). Psychological stress, inflammation, and coronary heart disease. Current cardiology reports, 19(11), 1-10. https://doi.org/10.1007/s11886-017-0919-x
Xu, X., Chen, L., Yuan, Y., Xu, M., Tian, X., Lu, F., & Wang, Z. (2021). Perceived Stress and Life Satisfaction Among Chinese Clinical Nursing Teachers: A Moderated Mediation Model of Burnout and Emotion Regulation. Frontiers in Psychiatry, 598. https://doi.org/10.3389/fpsyt.2021.548339
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 The Authors & LUMEN Publishing House

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant this journalright of first publication, with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work, with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g. post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g. in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as an earlier and greater citation of published work (See The Effect of Open Access).
Revista Romaneasca pentru Educatie Multidimensionala Journal has an Attribution-NonCommercial-NoDerivs
CC BY-NC-ND