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<p>Research on teacher stress has identified classroom disruptions as a major risk factor. However, teachers perceive classroom disruptions “through the lens” of their own personalities. This observational study involving 42 teachers (28 female, <i>M</i>age = 39.66, <i>SD</i> = 11.99) aimed to compare teacher-perceived and observed classroom disruptions and examine how neuroticism, fear of negative evaluation, and social overload influence teachers’ perception of classroom disruptions. Moreover, longitudinal associations between perceived and observed classroom disruptions and occupational problems were investigated over two years. Results show that neuroticism, fear of negative evaluation, and social overload are positively associated with more perceived classroom disruptions. In this context, neuroticism does not directly lead to more perceived classroom disruptions, but the relationship is mediated by fear of negative evaluation and social overload. Moreover, perceived classroom disruptions were associated with an increase of occupational problems over two years. Examining self-reports in combination with behavioral observation is crucial for better understanding teachers’ perception of classroom disruptions and identifying the personality traits and social stressors influencing perception for preventing teachers’ health problems. Teacher education must support teachers in dealing with fear of negative evaluation and social overload and recognize the longitudinal cumulative effects of biased perception on teacher stress. This can prevent teachers from leaving the profession early and keep burnout rates and costs low.</p>

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Social overload and fear of negative evaluation mediate the effect of neuroticism on classroom disruptions that predicts occupational problems in teachers over two years

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月5日

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  • Gabriel Jenni,
  • Alexander Wettstein,
  • Ida Schneider,
  • Fabienne Kühne,
  • Martin grosse Holtforth,
  • Roberto La Marca

摘要

Research on teacher stress has identified classroom disruptions as a major risk factor. However, teachers perceive classroom disruptions “through the lens” of their own personalities. This observational study involving 42 teachers (28 female, Mage = 39.66, SD = 11.99) aimed to compare teacher-perceived and observed classroom disruptions and examine how neuroticism, fear of negative evaluation, and social overload influence teachers’ perception of classroom disruptions. Moreover, longitudinal associations between perceived and observed classroom disruptions and occupational problems were investigated over two years. Results show that neuroticism, fear of negative evaluation, and social overload are positively associated with more perceived classroom disruptions. In this context, neuroticism does not directly lead to more perceived classroom disruptions, but the relationship is mediated by fear of negative evaluation and social overload. Moreover, perceived classroom disruptions were associated with an increase of occupational problems over two years. Examining self-reports in combination with behavioral observation is crucial for better understanding teachers’ perception of classroom disruptions and identifying the personality traits and social stressors influencing perception for preventing teachers’ health problems. Teacher education must support teachers in dealing with fear of negative evaluation and social overload and recognize the longitudinal cumulative effects of biased perception on teacher stress. This can prevent teachers from leaving the profession early and keep burnout rates and costs low.