The MOFET Institute, Tel Aviv, Israel.
David Yellin College, Jerusalem, Israel.
Sci Rep. 2024 Jul 6;14(1):15615. doi: 10.1038/s41598-024-63228-z.
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.
教学职业压力大，教师经常面临具有挑战性的情况。在 STEM（科学、技术、工程和数学）教育中尤其如此，这是一个非常要求高且具有挑战性的领域。本研究考察了情绪调节（ER）技能在 STEM 教师压力、幸福感和倦怠中的作用。样本包括 165 名中学和高中的 STEM 教师，他们完成了关于 ER、压力、幸福感和倦怠的标准在线问卷，还被要求对三个描述真实数学和教学情境的视频发表评论。结果表明，与普遍看法相反，教龄与压力水平、ER 困难、较低的幸福感或较高的倦怠感没有关联。结构方程模型和自举分析表明，教师的压力水平预测了他们的幸福感，而压力和幸福感之间的这种联系是由教师在 ER 方面的困难程度所介导的。该研究强调了 STEM 教师幸福感的重要性，并表明需要通过为教师提供在课堂上调节情绪的工具来减少压力和倦怠。
