This study examined the stress and coping patterns of middle school teachers. A final teacher sample of 102 and student sample of 1450 agreed to participate in the study. We conducted a latent profile analysis of the teachers' self-reported levels of stress and coping at the beginning of the school year and used the resulting profiles to predict teacher practices and student outcomes over time. Nearly all teachers were characterized by high stress and high coping (66%) or high stress and low coping (28%). Based on concurrent ratings and observations, the High Stress/Low Coping profile had higher burnout and lower self-efficacy, higher rates of observed reprimands, and higher student-reported depression in comparison to the other classes. The most adaptive profile, Low Stress/High Coping (6% of sample), had lower burnout, greater parent involvement and higher student prosocial skills in comparison to the other groups. Profiles also predicted the maintenance of most of these effects and the increase of some effects over the school year. Examining stress and coping in combination can inform efforts to improve teacher well-being and have a positive influence on student learning environments.

本研究考察了中学教师的压力和应对方式。最终的 102 名教师样本和 1450 名学生样本同意参与研究。我们对教师在学年开始时自我报告的压力和应对水平进行了潜在概况分析，并使用由此产生的概况来预测教师的实践和学生随着时间的推移而取得的成果。几乎所有教师的特点都是高压力和高应对 (66%) 或高压力和低应对 (28%)。根据同时进行的评分和观察，与其他班级相比，高压力/低应对模式具有更高的倦怠和更低的自我效能感、更高的观察到的谴责率和更高的学生报告的抑郁症。适应性最强的配置文件，低压力/高应对（样本的 6%），具有较低的倦怠，与其他群体相比，更多的家长参与和更高的学生亲社会技能。Profiles 还预测了大部分这些影响的维持和一些影响在学年中的增加。结合检查压力和应对措施可以为改善教师幸福感的努力提供信息，并对学生的学习环境产生积极影响。