Assessing Teacher Appraisals and Stress in the Classroom: Review of the Classroom Appraisal of Resources and Demands

• Published in: Educational Psychology Review Vol. 28; no. 3; pp. 577 - 603
• Main Authors: McCarthy, Christopher J., Lambert, Richard G., Lineback, Sally, Fitchett, Paul, Baddouh, Priscila G.
• Format: Journal Article Book Review
• Language: English
• Published: New York Springer 01.09.2016; Springer US; Springer Nature B.V
• Subjects: Burn out (Psychology); Burnout; Child and School Psychology; Classroom Environment; Comparative Analysis; Coping; Education; Educational administration; Educational Environment; Educational Policy; Educational Psychology; English teachers; Equipment and supplies; Instructional Leadership; Job Satisfaction; Job stress; Labor Turnover; Learning and Instruction; Literature Reviews; Measures (Individuals); Meta Analysis; Occupational stress; Psychological stress; Resource teachers; Review Article; REVIEW ARTICLES; Risk; Scores; Stress Management; Stress Variables; Symptoms (Individual Disorders); Teacher Attitudes; Teacher Burnout; Teacher Characteristics; Teacher education; Teacher evaluations; Teacher Persistence; Teacher retention; Teachers; Teachers, Rating of; Teaching; Teaching Conditions; Test Construction; United Kingdom; Vocational concerns; Teacher; Job satisfaction; Coping; Retention; Stress
• ISSN: 1040-726X; 1573-336X
• DOI: 10.1007/s10648-015-9322-6

Stress research increasingly emphasizes the role of appraisal in determining which events are perceived as stressful. The Classroom Appraisal of Resources and Demands (CARD) was developed to measure teachers' appraisals of their classroom demands and resources in order to assess their risk for experiencing occupational stress. The present purposes are to review the literature identifying appraisals as a key determinant of stress, to describe the development of the CARD, and to provide meta-analytic results from 18 studies comparing CARD scores to the following variables: teacher's job satisfaction and occupational commitment, burnout symptoms, stress prevention resources, and challenging student demands. Results suggest moderate effects for associations between the CARD and these constructs, and implications for educational policy aimed at reducing turnover and increasing teacher and student welfare are discussed.