Measuring Teacher Stress in Fragile Contexts
This paper examines the main questionnaires used by academic researchers studying teacher stress—an important determinant of job performance and student learning outcomes—for adaptability of use in fragile contexts. The questions the study seeks to answer are: What is a conceptual framework for understanding the sources of stress teachers in fragile settings experience, and which of the existing teacher stress questionnaires captures teachers’ risk for stress as laid out in the proposed framework? Using qualitative methods, I examine peer-reviewed literature along with relevant standards and guidance statements, organizational policies, and training materials. Because of the preponderance of higher-quality articles set in developed- country settings and the limited amount of the literature surrounding teacher stress in fragile settings, it is necessary to adopt a broad approach. Literature on related constructs, such as teacher motivation (and demotivation), teacher retention, teacher mental health, and teacher well- being in fragile and nonfragile settings, is also drawn upon for possible insight into teacher stress. Then, focusing on peer-reviewed literature on existing teacher stress instruments, I determine the stress domains and concepts represented in these tools and cross-map these to the elements identified for the conceptual framework.