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Based on self-report questionnaires from 264 teachers in northern Ontario, results show teachers rarely discuss stress with healthcare providers, relying instead on family, friends, fellow teachers, and sometimes principals. Frequency varies by specific stressors and gender-related patterns.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-stress-and-social-support-usage-abstract-and-research-questions/594707/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-stress-and-social-support-usage-abstract-and-research-questions/594707.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How do teachers in the study typically use social supports to deal with stress?","Question",{"text":112,"@type":113},"Teachers seldom talk to healthcare providers about stress. Instead, they more often use support from family, friends, fellow teachers, and sometimes principals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which stressors influence how frequently teachers access different social support networks?",{"text":117,"@type":113},"The frequency of accessing social support varies with stressors such as workload, student behaviour, professional relationships, societal attitudes, and employment conditions.",{"name":119,"@type":110,"acceptedAnswer":120},"What relationship does social support usage have with teachers’ job satisfaction and career views?",{"text":121,"@type":113},"The study investigates whether the frequency of using social supports affects teacher job satisfaction, career intent, and career commitment, and also examines how perceived stigma and demographics shape support usage.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594707,1792172140,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Teacher Stress and Social Support Usage  \nKristen Ferguson  \nColin Mang  \nLorraine Frost  \nNipissing University  \nAbstract  \nIn this paper, we explore how the frequency of utilization of social supports is related to teacher demographics, stress factors, job satisfaction, career intent, career commitment, and the perception of a stigma attached to teacher stress. Using data from self-report questionnaires (N= 264)from teachers in northern Ontario, we found that teachers seldom spoke to their healthcare providers about stress and instead utilized family, friends, fellow teachers, and sometimes their principals. The frequency of which teachers accessed different social support networks did vary depending on stressor (workload, student behaviour, professional relationships, societal attitudes, and employment conditions). Teachers who frequently talked to their friends about stress had a lower sense of career intent and career commitment. Males were less likely to talk to their various social supports about stress. This study adds to the literature by exploring the frequency of contact with and usage of social supports and their impact on teacher stress and perspectives on teaching.  \nKey Words: Teacher stress, social support, job satisfaction, career intent, career commitment  \nKristen Ferguson, Ph.D., is an Associate Professor in the Schulich School of Education at Nipissing University. Her research interests include literacy education, literacy coaching, emergent literacy, teacher professional development and stress [and coping in teaching. E-mail:](and coping in teaching. E-mail: kristenf@nipissingu.ca)[ ](and coping in teaching. E-mail: kristenf@nipissingu.ca)[kristenf@nipissingu.ca](and coping in teaching. E-mail: kristenf@nipissingu.ca)  \nColin Mang, Ph.D., is an Instructor at the Nipissing University School of Business specializing in the economics of education and technology adoption in higher education. Email: [colinm@nipissingu.ca](colinm@nipissingu.ca).  \nLorraine Frost, Ph.D., is an Associate Professor in the Schulich School of Education at Nipissing University. Her research interests include special education, Indigenous education, social justice and equity in education, and issues in inclusive education for diverse populations. E-mail: [frost@nipissingu.ca](frost@nipissingu.ca)  \nThere is an established research base indicating that the mental health of employees impacts absenteeism, occupational disability, and early retirement (Baumann &Muijen, 2010) . In the profession of teaching, stress is an important issue for all stakeholders in education. A teacher’s performance may suffer owing to high levels of stress and this may impact on student learning (Borg & Riding, 1991; Brown, Ralph, & Brember, 2002; Manthei & Gilmore, 1996) . For school administrators, there appears to be a high cost of teacher stress in terms of human resources. The Global Business and Economic Roundtable on Addiction and Mental Health researched data from the Ontario Teachers Insurance Plan and found that the rate of stress-related long-term disability among Ontario teachers is a third higher than in other professions (Harvey, 2004) . More recently, in their study of Alberta teachers, Duxbury and Higgens (2013) found that teachers are more likely to report a depressed mood, be less committed to their organization, and have lower job satisfaction than other professional groups. Teacher stress impacts teacher absenteeism and work-related illnesses (Naghieh, Montgomery, Bonell, Thompson, & Aber, 2015) . Stress also contributes to teacher attrition (Clark & Antonelli, 2009; McIntyre, 2006) .  \nPurpose of the Research  \nIn our previous research, we examined various aspects related to teacher stress in northern Ontario. We examined the prevalence of stress, the factors that cause stress and the stigma of teacher stress (Ferguson, Frost, Kirkwood, & Hall, 2007) . We have also researched which stress related factors predict two dimensions of teacher s","cbCaimxqIhMdsFq8","https://ap.wps.com/l/cbCaimxqIhMdsFq8","pdf",519940,25,"English","# Abstract\n## Purpose of the Research\n## Research Questions\n# Teacher Stress","[{\"question\":\"How do teachers in the study typically use social supports to deal with stress?\",\"answer\":\"Teachers seldom talk to healthcare providers about stress. Instead, they more often use support from family, friends, fellow teachers, and sometimes principals.\"},{\"question\":\"Which stressors influence how frequently teachers access different social support networks?\",\"answer\":\"The frequency of accessing social support varies with stressors such as workload, student behaviour, professional relationships, societal attitudes, and employment conditions.\"},{\"question\":\"What relationship does social support usage have with teachers’ job satisfaction and career views?\",\"answer\":\"The study investigates whether the frequency of using social supports affects teacher job satisfaction, career intent, and career commitment, and also examines how perceived stigma and demographics shape support usage.\"}]","Teacher Stress and Social Support Usage - Abstract and Research Questions | PDF",1792079682,63]