Labor Studies Journal, Ahead of Print.
This study examines the effect of teachers’ unions on the stress that teachers experience in their schools. Relying on a nationally representative district-teacher matched dataset in pre-pandemic periods, we employ principal factor analysis to assess to teacher stress and use both contractual status and union membership to measure union strength. Based on multilevel linear model, we find that teachers’ unions are negatively associated with teacher stress. We then exploit natural experiments that occurred in several U.S. states to identify the effect of legal and institutional changes weakening the strength of teachers’ unions on teacher stress. Using the difference-in-difference estimation, we find that the new legislation in these states significantly increases teacher stress, and that the magnitudes of this negative impacts are greater for male, experienced, more qualified, and STEM-subject teachers.