O'Leary, Brian J.
Cunningham, Christopher J. L.; Biderman, Michael D.; Carter, Pamala J.
College of Arts and Sciences
University of Tennessee at Chattanooga
Place of Publication
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 challenge stressors as those associated with favorable outcomes, and hindrance 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 as 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.
M. S.; A thesis submitted to the faculty of the University of Tennessee at Chattanooga in partial fulfillment of the requirements of the degree of Master of Science.
Stress (Psychology); Workplace stress
Industrial and Organizational Psychology
x, 62 leaves
Thompson, Isaac Benjamin, "Challenge and hinderance stressor appraisals, personal resources, and work engagement among k-12 teachers" (2013). Masters Theses and Doctoral Dissertations.