First Advisor
Hess, Robyn S.
Document Type
Dissertation
Date Created
4-2018
Abstract
The current study examined the relationship between levels of occupational stress and executive functioning abilities among 62 teachers working in K-12 public schools. The impact of moderator variables such as years of service and educational setting on the relationship between teacher stress and executive functioning were also explored. Participants’ levels of stress were measured via self-report using the Teacher Stress Inventory (TSI) and executive functioning abilities were assessed using the Dimensional Change Card Sorting Task (DCCS) and the Flanker Test of Attention (Flanker) subtests of the National Institutes of Health Toolbox. Multiple Linear Regression (MLR) was used to analyze the effect of EF abilities and moderator variables on self-reported levels of occupational stress. Statistical analyses revealed no significant relationship between occupational stress and executive functioning abilities. Similarly, years of service and educational setting had no impact on reported levels of stress. The lack of statistically significant findings, as well as the exploratory nature of this study, suggest the need for further research in the area of teacher stress and executive functioning.
Extent
113 pages
Local Identifiers
Patrawala_unco_0161D_10659
Rights Statement
Copyright is held by the author.
Recommended Citation
Patrawala, Niraj Mukesh, "Teachers’ Executive Functioning Abilities and Levels of Occupational Stress" (2018). Dissertations. 512.
https://digscholarship.unco.edu/dissertations/512