<p> Stress has long been conceptualized as consisting of two factors, eustress, or good stress, and distress, or bad stress (Selye, 1956). The occupational stress literature identifies <i>challenge</i> stressors as those associated with favorable outcomes, and <i>hindrance</i> stressors as those associated with negative outcomes (Cavanaugh, Boswell, Roehling, & Boudreau, 2000). The current study had three objectives: 1) to investigate occupational level stressor appraisal by K-12 teachers, 2) to explore how the perception of the availability of resources influences individual level stressor appraisal, and 3) to test differential outcomes of challenge and hindrance stress. Results indicate that K-12 teachers appraise workload as a hindrance stressor more than as a challenge stressor, which is contrary to existing management literature categorizing workload a challenge stressor. Perceived resources also accounted for significant variance in individual appraisal of stressors as a hindrance. Results pinpoint precise personal and organizational resources that contribute to stressor appraisals as a hindrance. Finally, hindrance stress significantly detracted from engagement while challenge stress did not affect work engagement.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:1537107 |
| Date | 05 June 2013 |
| Creators | Thompson, Isaac Benjamin |
| Publisher | The University of Tennessee at Chattanooga |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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