Abstract
This study focused on links between stress, positive and negative affect, and life satisfaction among teachers in special
education schools. Teaching is a highly stressful profession, characterized by high rate of stress, burnout, and dropout.
The study investigated: (a) whether teachers can maintain their positive affect and life satisfaction despite the stress they
experience, and (b) the resources that may elicit positive affect and life satisfaction, including self-control as a personal
skill and perceived organizational support (by peers, therapeutic staff, and manager) as an environmental resource. Participants
were 125 teachers from 12 different special education schools. As expected, a positive link emerged between high stress levels
and negative affect. Both self-control and organizational social support contributed to the explanation of positive affect
and life satisfaction. Organizational support was found to moderate the link between stress and negative affect as well as
the link between stress and positive affect and life satisfaction among teachers. The outcomes contributed both to the theoretical
explanation about the role of resources in eliciting subjective well-being, happiness, and life satisfaction and also to the
way teachers can be helped in daily coping with their difficulties.
education schools. Teaching is a highly stressful profession, characterized by high rate of stress, burnout, and dropout.
The study investigated: (a) whether teachers can maintain their positive affect and life satisfaction despite the stress they
experience, and (b) the resources that may elicit positive affect and life satisfaction, including self-control as a personal
skill and perceived organizational support (by peers, therapeutic staff, and manager) as an environmental resource. Participants
were 125 teachers from 12 different special education schools. As expected, a positive link emerged between high stress levels
and negative affect. Both self-control and organizational social support contributed to the explanation of positive affect
and life satisfaction. Organizational support was found to moderate the link between stress and negative affect as well as
the link between stress and positive affect and life satisfaction among teachers. The outcomes contributed both to the theoretical
explanation about the role of resources in eliciting subjective well-being, happiness, and life satisfaction and also to the
way teachers can be helped in daily coping with their difficulties.
- Content Type Journal Article
- Category Research Paper
- Pages 1-21
- DOI 10.1007/s10902-012-9352-4
- Authors
- Liat Hamama, The Renata Adler Memorial Research Center for Child Welfare and Protection, Tel-Aviv University, Ramat Aviv, Israel
- Tammie Ronen, The Renata Adler Memorial Research Center for Child Welfare and Protection, Tel-Aviv University, Ramat Aviv, Israel
- Keren Shachar, The Renata Adler Memorial Research Center for Child Welfare and Protection, Tel-Aviv University, Ramat Aviv, Israel
- Michael Rosenbaum, The Renata Adler Memorial Research Center for Child Welfare and Protection, Tel-Aviv University, Ramat Aviv, Israel
- Journal Journal of Happiness Studies
- Online ISSN 1573-7780
- Print ISSN 1389-4978