Teachers' Stress and Professional Learning: A Day-to-Day and Teacher-to-Teacher Investigation

To keep up with fast-paced societal changes, teachers must continuously commit valuable time and effort to their professional learning. However, teaching is already a demanding profession, leading to high levels of work-related stress - possibly impeding commitment to professional learning. Data were collected among 151 secondary school teachers for 15 consecutive work days. Models comparing teachers and daily changes were tested, accounting for the dynamic nature of stress emotions and the profession. The results showed ambiguous findings, emphasizing the differences in responses to the daily and cross-sectional measures. These findings and their relevance for practice are discussed.