Tim Pressley
Biographic Data
| ID | 5742208 |
|---|---|
| NAME | Tim Pressley |
| GIVEN NAMES | Tim |
| FAMILY NAME | Pressley |
| SIGNATURE | PRESSLEY T |
| AFFILIATIONS | Christopher Newport University |
| ORCID | 0000-0003-3670-9751 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 63 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Predicting teacher mental wellbeing
Purpose Teacher wellbeing significantly impacts educators, students and school climates. This study aims to explore relationships between teachers’ demographic characteristics, school contexts, professional support, recent policy shifts (e.g. classroom cell phone bans) and comfort with emerging technologies like artificial intelligence (AI), with their mental wellbeing. Design/methodology/approach US PK-12 teachers (n = 672) were surveyed in Marc…
The Relationship Between Access to Mental Health Resources, Administrative Support, and Teacher Burnout
Teacher mental health and well-being have become areas of increased focus in recent years. Schools have begun introducing additional mental health resources for teachers to address these issues. This study explores the impact these resources have on curbing teacher burnout. We surveyed 832 PK-12 teachers across the United States. Data were analyzed using hierarchical regression modeling. Findings showed that access to mindfulness programming and …
Supporting classroom management to improve job satisfaction and teacher retention
Teacher job satisfaction and retention are critical issues with far-reaching implications for educational quality. Satisfied teachers are more likely to remain in the profession, contributing to stability and better student outcomes, whereas dissatisfied teachers often consider leaving, exacerbating teacher shortages. Survey research was conducted with PK-12 teachers (n=664) to explore predictors of teacher job satisfaction and its impact on rete…
Early lessons from a statewide cellphone ban
Concerns about the effects of social media use have led some states, districts, and schools to set policies limiting or banning student use of cellphones at school. Virginia implemented a bell-to-bell cellphone ban in January 2025, forbidding the use of cellphones during the school day. David T. Marshall and Tim Pressley surveyed teachers in a Virginia school district before and after the ban. In both surveys, teachers showed majority support for…
Why teachers leave
Inner strength amidst pandemic
The present study explored the teachers' self‐efficacy patterns and perceived personal accomplishment in the coronavirus disease 2019 pandemic teaching environment. The current sample included in‐service teachers ( n = 393) representing 36 states across the United States. We explored whether teacher efficacy variables (i.e., engagement efficacy, instruction efficacy, and classroom management) predict their perceived personal accomplishment. Also,…
Arab Teachers’ Well-Being upon School Reopening during Covid-19
Once the major threat of the COVID-19 pandemic diminished, schools reopened, and teachers once again had to cope with unprecedented challenges. The impact of these challenges on the emotional well-being of Arab teachers, who have a unique set of challenges within the Israeli school educational system, has received little attention in the recent literature. In this cross-sectional study, we examined 300 Arab teachers’ well-being in Israel in May 2…
Teacher Morale and Mental Health at the Conclusion of the Covid-19 Pandemic
As teachers entered the 2021–2022 school year, schools tasked teachers with the challenge of closing the learning loss gap, maintaining the same standards as a typical school year, implementing COVID-19 safety protocols and teaching to grade-level standards. The current study used the theoretical framework of teacher demoralization to explore teachers’ experiences of morale and mental health at the end of the 2021–2022 school year. The participan…
Elementary teacher self‐efficacy after a year of teaching during Covid‐19
This study aimed to explore teacher self‐efficacy after a year of teaching during the COVID‐19 pandemic. Specifically, this study looked to replicate and extend previous research that explored teacher self‐efficacy during COVID‐19. The current study included 316 participants from the United States who completed the Teacher Self‐Efficacy Scale. The results found that teachers who had previously won Teacher of the Year (TOY) awards was a significan…
Why teachers leave
With all the talk of turnover and shortages, it would be easy to think that many teachers have simply given up on education. Yet, despite the myriad challenges teachers have faced recently, this is not the case: Teachers care about their work as much as ever. Andrew Pendola, David Marshall, Tim Pressley, and Deja Trammell present a new narrative suggesting that there is no shortage of teacher dedication, even if some are leaving. They provide str…
Why teachers are leaving and what we can do about it
Teaching has always been a demanding profession, and the demands have only escalated during the COVID-19 pandemic. David T. Marshall, Tim Pressley, Natalie M. Neugebauer, & David M. Shannon review research from before and during the pandemic to learn what makes teachers likely to leave the profession and share results from their May 2022 survey of 830 teachers. Around three-fourths of teachers surveyed had considered leaving their positions durin…
Teacher stress and anxiety during Covid-19
The purpose of this study was to explore how returning to teaching during the Coronavirus disease (COVID-19) pandemic impacted teachers' stress and anxiety. Specifically, the study investigated how teachers' anxiety changed during the first month of school. Additionally, the study explored the association of teachers' stress and anxiety and predictor variables for changes in teacher anxiety while teaching during the COVID-19 pandemic. The present…
Returning to teaching during Covid‐19
The purpose of this study was to explore how the new teaching approaches and requirements because of COVID‐19 impacted elementary teachers' self‐efficacy, specifically instructional and engagement efficacy. The current study included 329 participants from across the United States who completed the Teacher Sense of Self‐Efficacy Scale (TSES) subsections of instructional and engagement. The results found the average teacher efficacy scores for both…
Teaching during a Pandemic
Factors Contributing to Teacher Burnout During Covid-19
As teachers returned to the classroom for the 2020–2021 school year, they faced new and challenging environments, instructional approaches, and roles as educators. The current study is one of the first empirical studies that identified factors contributing to teacher burnout due to COVID-19 (coronavirus disease) and instruction during fall 2020. Controlling for demographics, the results found significant predictors for teacher burnout-stress thos…
Different approaches to classroom environments based on teacher experience and effectiveness
The purpose of this qualitative instrumental case study was to continue looking at the differences in classroom environments for different levels of teachers. Specifically, we wanted to focus on teacher perspectives of classroom management, relationships with students, motivating students, student risk‐taking within the classroom, and student self‐regulation. The three levels we looked at for this study included highly effective teachers, profici…
Factors Contributing to Teacher Burnout During Covid-19
As teachers returned to the classroom for the 2020–2021 school year, they faced new and challenging environments, instructional approaches, and roles as educators. The current study is one of the first empirical studies that identified factors contributing to teacher burnout due to COVID-19 (coronavirus disease) and instruction during fall 2020. Controlling for demographics, the results found significant predictors for teacher burnout-stress thos…
Teaching during a Pandemic
Different approaches to classroom environments based on teacher experience and effectiveness
The purpose of this qualitative instrumental case study was to continue looking at the differences in classroom environments for different levels of teachers. Specifically, we wanted to focus on teacher perspectives of classroom management, relationships with students, motivating students, student risk‐taking within the classroom, and student self‐regulation. The three levels we looked at for this study included highly effective teachers, profici…
Teacher stress and anxiety during Covid-19
The purpose of this study was to explore how returning to teaching during the Coronavirus disease (COVID-19) pandemic impacted teachers' stress and anxiety. Specifically, the study investigated how teachers' anxiety changed during the first month of school. Additionally, the study explored the association of teachers' stress and anxiety and predictor variables for changes in teacher anxiety while teaching during the COVID-19 pandemic. The present…
Returning to teaching during Covid‐19
The purpose of this study was to explore how the new teaching approaches and requirements because of COVID‐19 impacted elementary teachers' self‐efficacy, specifically instructional and engagement efficacy. The current study included 329 participants from across the United States who completed the Teacher Sense of Self‐Efficacy Scale (TSES) subsections of instructional and engagement. The results found the average teacher efficacy scores for both…
Teaching during a Pandemic
Factors Contributing to Teacher Burnout During Covid-19
As teachers returned to the classroom for the 2020–2021 school year, they faced new and challenging environments, instructional approaches, and roles as educators. The current study is one of the first empirical studies that identified factors contributing to teacher burnout due to COVID-19 (coronavirus disease) and instruction during fall 2020. Controlling for demographics, the results found significant predictors for teacher burnout-stress thos…
Why teachers are leaving and what we can do about it
Teaching has always been a demanding profession, and the demands have only escalated during the COVID-19 pandemic. David T. Marshall, Tim Pressley, Natalie M. Neugebauer, & David M. Shannon review research from before and during the pandemic to learn what makes teachers likely to leave the profession and share results from their May 2022 survey of 830 teachers. Around three-fourths of teachers surveyed had considered leaving their positions durin…
Arab Teachers’ Well-Being upon School Reopening during Covid-19
Once the major threat of the COVID-19 pandemic diminished, schools reopened, and teachers once again had to cope with unprecedented challenges. The impact of these challenges on the emotional well-being of Arab teachers, who have a unique set of challenges within the Israeli school educational system, has received little attention in the recent literature. In this cross-sectional study, we examined 300 Arab teachers’ well-being in Israel in May 2…
Teacher Morale and Mental Health at the Conclusion of the Covid-19 Pandemic
As teachers entered the 2021–2022 school year, schools tasked teachers with the challenge of closing the learning loss gap, maintaining the same standards as a typical school year, implementing COVID-19 safety protocols and teaching to grade-level standards. The current study used the theoretical framework of teacher demoralization to explore teachers’ experiences of morale and mental health at the end of the 2021–2022 school year. The participan…
Elementary teacher self‐efficacy after a year of teaching during Covid‐19
This study aimed to explore teacher self‐efficacy after a year of teaching during the COVID‐19 pandemic. Specifically, this study looked to replicate and extend previous research that explored teacher self‐efficacy during COVID‐19. The current study included 316 participants from the United States who completed the Teacher Self‐Efficacy Scale. The results found that teachers who had previously won Teacher of the Year (TOY) awards was a significan…
Why teachers leave
With all the talk of turnover and shortages, it would be easy to think that many teachers have simply given up on education. Yet, despite the myriad challenges teachers have faced recently, this is not the case: Teachers care about their work as much as ever. Andrew Pendola, David Marshall, Tim Pressley, and Deja Trammell present a new narrative suggesting that there is no shortage of teacher dedication, even if some are leaving. They provide str…
Inner strength amidst pandemic
The present study explored the teachers' self‐efficacy patterns and perceived personal accomplishment in the coronavirus disease 2019 pandemic teaching environment. The current sample included in‐service teachers ( n = 393) representing 36 states across the United States. We explored whether teacher efficacy variables (i.e., engagement efficacy, instruction efficacy, and classroom management) predict their perceived personal accomplishment. Also,…
Early lessons from a statewide cellphone ban
Concerns about the effects of social media use have led some states, districts, and schools to set policies limiting or banning student use of cellphones at school. Virginia implemented a bell-to-bell cellphone ban in January 2025, forbidding the use of cellphones during the school day. David T. Marshall and Tim Pressley surveyed teachers in a Virginia school district before and after the ban. In both surveys, teachers showed majority support for…
Why teachers leave
Predicting teacher mental wellbeing
Purpose Teacher wellbeing significantly impacts educators, students and school climates. This study aims to explore relationships between teachers’ demographic characteristics, school contexts, professional support, recent policy shifts (e.g. classroom cell phone bans) and comfort with emerging technologies like artificial intelligence (AI), with their mental wellbeing. Design/methodology/approach US PK-12 teachers (n = 672) were surveyed in Marc…
The Relationship Between Access to Mental Health Resources, Administrative Support, and Teacher Burnout
Teacher mental health and well-being have become areas of increased focus in recent years. Schools have begun introducing additional mental health resources for teachers to address these issues. This study explores the impact these resources have on curbing teacher burnout. We surveyed 832 PK-12 teachers across the United States. Data were analyzed using hierarchical regression modeling. Findings showed that access to mindfulness programming and …
Supporting classroom management to improve job satisfaction and teacher retention
Teacher job satisfaction and retention are critical issues with far-reaching implications for educational quality. Satisfied teachers are more likely to remain in the profession, contributing to stability and better student outcomes, whereas dissatisfied teachers often consider leaving, exacerbating teacher shortages. Survey research was conducted with PK-12 teachers (n=664) to explore predictors of teacher job satisfaction and its impact on rete…
Psychology (13 works) · Medicine (10 works) · COVID-19 and Mental Health (8 works) · Medical education (8 works) · 2019-20 coronavirus outbreak (6 works) · Mathematics education (6 works) · Pandemic (6 works) · Social Psychology (6 works) · Coronavirus disease 2019 (COVID-19) (5 works) · Pedagogy (5 works)