ABSTRACT Stress is increasingly being linked to teacher turnover. This study examined 1,750 first-year U.S. public school teachers’ classroom-specific appraisals of demands and resources as indices of risk for stress, which was then used to predict their career trajectories in subsequent years. Data from the Beginning Teacher Longitudinal Study, a nationally representative survey of U.S. teachers new to the profession in 2007–2008, tracked teacher mobility for five years. One overarching research question guided our study: Are teachers who appraise their overall classroom demands as exceeding classroom resources in their first year more likely to move schools or leave the profession in subsequent years? Using longitudinal weights, the results of bivariate and logistic regression analyses showed that group membership was associated with occupational mobility in subsequent years. These results provide evidence that new teachers’ risk for stress can be operationalized by comparing early-career teachers’ perceptions of classroom demands vis-à-vis classroom resources.

中文翻译：

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教学第一年的压力脆弱性

摘要 压力越来越多地与教师更替联系在一起。这项研究检查了 1,750 名美国公立学校一年级教师对需求和资源的课堂特定评估，作为压力风险指数，然后用于预测他们随后几年的职业轨迹。初级教师纵向研究的数据是一项针对 2007-2008 年美国新教师的全国代表性调查，追踪了五年的教师流动情况。一个首要的研究问题指导了我们的研究：在第一年评估他们的整体课堂需求超过课堂资源的教师是否更有可能在随后几年转学或离开该行业？使用纵向重量，双变量和逻辑回归分析的结果表明，群体成员身份与随后几年的职业流动性相关。这些结果提供的证据表明，新教师的压力风险可以通过比较早期职业教师对课堂需求的看法与课堂资源进行比较。