Kristen C Mosley
Biographic Data
| ID | 4460439 |
|---|---|
| NAME | Kristen C Mosley |
| GIVEN NAMES | Kristen C |
| FAMILY NAME | Mosley |
| SIGNATURE | MOSLEY K C |
| AFFILIATIONS | The University of Texas at Austin |
| ORCID | 0000-0002-3125-3540 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Teachers’ emotional appraisals and the reframing of student change in post-pandemic schools
Introduction The return to “normal” schooling after the COVID-19 pandemic reactivated many of the emotional, instructional, and moral tensions teachers experienced during emergency remote teaching. Yet, little is known about how teachers’ emotional appraisals of post-pandemic classrooms intersect with deficit-oriented “learning loss” discourses. Guided by appraisal theory and Frenzel’s reciprocal model of teacher emotions, this qualitative study …
A student like me
Understanding teacher professional intentions
‘The bread and butter of a difficult profession’
Teacher stress continues to threaten the stability of the U.S. teaching workforce, but teacher mentoring, an increasingly prevalent type of teacher support, may uniquely support teachers with their risk-for-stress. The current study investigated how teacher mentoring experiences differ based on vulnerability to stress and teacher experience level. Semi-structured focus groups were conducted and analysed using the Consensual Qualitative Research (…
Elementary teacher occupational health outcomes across schools with varying resources and demographics
Equity for students includes access to a healthy teacher workforce across all school settings. This study sought to disentangle the role of racial/ethnic (in)congruence in teacher stress from school resources by using propensity score analysis to match Black, Hispanic, and White elementary teachers on individual, classroom, and school characteristics, and examining whether these matched teachers reported differences in stress outcomes when workin…
Understanding the impact of receiving gratitude on teachers
Examining the intersectionality among teacher race/ethnicity, school context, and risk for occupational stress
Combining secondary data from the National Center for Education Statistics National Teacher Principal Survey (NTPS) and Common Core of Data (CCD), this exploratory study examined the distribution of teacher race/ethnicity across the race/ethnicity of the schools in which they work and the extent that teacher and school race/ethnicity was associated with occupational stress. Findings indicate that teachers are more likely to work in schools with h…
Examining the intersectionality among teacher race/ethnicity, school context, and risk for occupational stress
Combining secondary data from the National Center for Education Statistics National Teacher Principal Survey (NTPS) and Common Core of Data (CCD), this exploratory study examined the distribution of teacher race/ethnicity across the race/ethnicity of the schools in which they work and the extent that teacher and school race/ethnicity was associated with occupational stress. Findings indicate that teachers are more likely to work in schools with h…
‘The bread and butter of a difficult profession’
Teacher stress continues to threaten the stability of the U.S. teaching workforce, but teacher mentoring, an increasingly prevalent type of teacher support, may uniquely support teachers with their risk-for-stress. The current study investigated how teacher mentoring experiences differ based on vulnerability to stress and teacher experience level. Semi-structured focus groups were conducted and analysed using the Consensual Qualitative Research (…
Elementary teacher occupational health outcomes across schools with varying resources and demographics
Equity for students includes access to a healthy teacher workforce across all school settings. This study sought to disentangle the role of racial/ethnic (in)congruence in teacher stress from school resources by using propensity score analysis to match Black, Hispanic, and White elementary teachers on individual, classroom, and school characteristics, and examining whether these matched teachers reported differences in stress outcomes when workin…
Understanding the impact of receiving gratitude on teachers
Understanding teacher professional intentions
Teachers’ emotional appraisals and the reframing of student change in post-pandemic schools
Introduction The return to “normal” schooling after the COVID-19 pandemic reactivated many of the emotional, instructional, and moral tensions teachers experienced during emergency remote teaching. Yet, little is known about how teachers’ emotional appraisals of post-pandemic classrooms intersect with deficit-oriented “learning loss” discourses. Guided by appraisal theory and Frenzel’s reciprocal model of teacher emotions, this qualitative study …
A student like me
Psychology (6 works) · Medicine (5 works) · Sociology (5 works) · Teacher Education and Leadership Studies (4 works) · Ethnic group (3 works) · Medical education (3 works) · Qualitative research (3 works) · Social Psychology (3 works) · Workforce (3 works) · Applied Psychology (2 works)