Understanding the impact of receiving gratitude on teachers: Assessing the effect of risk-for-stress on perception of gratitude

Abstract

Research has documented the high levels of stress U.S. teachers face. Although multiple interventions for teacher stress exist, there is a lack of low-barrier interventions that allow for accessibility for all schools. The current mixed-methods study analyzed teacher stress risk using the Classroom Appraisal of Resources and Demands (CARD) and conducted semi-structure focus groups of teachers based on their classified risk-for-stress. Qualitative data was analyzed via Consensual Qualitative Research (CQR) and identified differences between Resourced and Demanded teachers. Results demonstrated differences between Demanded and Resourced teachers' perspectives on workplace gratitude, signaling important implications for schools’ implementation of effective gratitude interventions.