Striking a balance: Occupational Engagement and Emotional Distancing in Teachers

Teachers’ occupational stress is a subject of much discussion, both among the general public and in the scientific community. The COACTIV study of the Max Planck Institute for Human Development was the first to show that teachers’ experience of stress is associated with student ratings of instructional quality, with stressed teachers scoring much lower. Moreover, the data indicate that personal resources, e.g. adaptive self-regulation, are associated with lower experience of stress.