Stress Factors Among Grade 2 Teachers: Links to Classroom Activities and Teacher Interaction Styles

Abstract

This study involved a comparison of the prevalence of two work-related stressors (job-related issues and information and communications technology [ICT] use) and three situational stress factors (COVID-19, geopolitical concerns, and economic conditions) among 40 Grade 2 teachers in Lithuania. Also investigated were associations between the stress factors, the frequency of classroom activities (literacy and mathematics), and teacher interaction styles (affection, behavioral, and psychological control). A total of 40 Grade 2 teachers answered online questionnaires in April–May 2022, a period defined by the ongoing COVID-19 pandemic and the recent (2–3 months prior) start of the Russo–Ukrainian war. The results showed that, of the five stress factors examined, the highest levels of stress expressed by teachers were related to the geopolitical situation, which scored significantly higher than work-related stress factors (job-related issues and ICT use). The results also indicated that all stress factors except geopolitical situation were associated with behavioral and psychological control, suggesting that teachers who report higher levels of stress apply more controlling interaction styles when teaching their second graders. Moreover, the findings revealed that the frequency of classroom activities and the positive dimension of the interaction style of teaching (i.e., affection) were not related to any of the stress factors.