Issues in Research Methodology on Educator Stress

Research on educator stress and its effects on health outcomes faces numerous methodological challenges that affect the design, execution and analysis of scientific investigations. The chapter begins with an overview of the statistical challenges associated with multilevel field studies, which are ubiquitous in research on educator stress. Secondly, we will examine the specific challenges posed by time in the study of stress and the various methods and models used to capture the many roles of time in stress research, including individualized developmental and dynamic models, and ecological momentary assessment (EMA). Finally, we conclude with an examination of the special challenges that arise in the study of event occurrence in multilevel settings, such as leaving the workforce, changing employers, or experiencing a medical incident. These challenges stem from the complex nature of the construct of stress, the time frame over which stress exerts its influences on behavior, health and emotional well-being the many levels at which occupational settings create and mitigate stress, and the many levels at which individuals experience stress and demonstrate its influence on health and work outcomes. The chapter provides an overview of some of the more salient methodological, measurement, and analysis related issues that affect the work reported on in this volume. Our goal is to provide the reader with a firm understanding of the more complex methods and analyses relevant to the study of educator stress in an effort to strengthen the readers’ ability to benefit from the science presented throughout the volume.