Christopher McCarthy, University of Texas at Austin, USARichard Lambert, University of North Carolina at Charlotte, USAAnnette Ullrich, Baden-Württemberg Cooperative State University, USA

• Acknowledgements.Introduction.Part I. Understanding International Teacher Stress Using a Multimethod, Multi-context Approach.Chapter 1. The Impact of Cultural Values, Country Characteristics, and Educational Reform on Teacher Stress Levels in Norway; Mette Baran.Chapter 2. Elementary Level Mathematics Teachers' Stress at a Time of Curriculum Reform in Turkey; Emine Erktin and Zahid Kısa.Chapter 3. Student Teachers' Epistemological Beliefs, Conceptions about Teaching and Learning and Perceived Stress During Practicum: Are They Related? Constantinos M. Kokkinos, George Stavropoulos, and Aggeliki Davazoglou.Chapter 4. Effects of Stress on Teacher Decision Making; Gokce Gokalp.Chapter 5. A Mixed Methods Study of Stress, Coping, and Burnout Among Kindergarten and Elementary Teachers in Germany; Richard G. Lambert, Annette Ullrich, and Christopher J. McCarthy.Chapter 6. Early Childhood Teachers' Experiences with Challenging Student Behavior in Germany; Annette Ullrich, Richard G. Lambert, Christopher J. McCarthy, and Andreas Zimber.Chapter 7. Washington State Elementary Teachers' Stress: The Importance of Occupational Commitment; Gordon S. Gates and Effie Dean.Chapter 8. Assessment of Teacher Demands and Resources: Relationship to Stress, Classroom Structural Characteristics, Job Satisfaction, and Turnover; Richard G. Lambert, Christopher J. McCarthy, Colleen McCarthy, Elizabeth Crowe, and Molly Fisher.Chapter 9. Assessing Multicultural Competence and Stress with Teachers; Chris McCarthy, Sonia Hart, Colleen McCarthy, Betsy Crowe, Michele Guzmán, Rich Lambert, and Jenson Reiser.Chapter 10. Burnout and Coping Strategies Across Primary and Secondary Public Schoolteachers; Russell L. Carson, Costas N. Tsouloupas, and Larissa K. Barber.Chapter 11. Effects of Collaborative Problem Solving on Stress, Burnout, and Coping Resources in Early Childhood Special Educators; Jennifer Singleton, Pamela Shue, and JaneDiane Smith.Chapter 12. Understanding Teacher Stress in an Age of Globalization; Richard G. Lambert and Annette Ullrich.Part II. Understanding International Teacher Stress Using a Mono-method, Multi-context Approach.Chapter 13. Measuring the Perceived Incidence of Challenging Student Behavior: The Development of the Utrecht Challenging Student Questionnaire for Teachers (UCSQT); Huub A. Everaert.Chapter 14. A Mixed Methods Study of the Responses to Two Open-Ended Questions Regarding Stress in the Classroom from a Sample of Italian Teachers; Stefano Castelli, Alessandro Pepe, and Loredana Addimando.Chapter 15. Stress in Teacher-Student Interactions and Teacher Activeness as a Positive Coping Resource; Andrey Volochkov and Alexey Popov.Chapter 16. Teacher Stress in Working with Behavioral Problems of Students in Hong Kong: A Comparative Study; I-Wah Pang and Sau-Wai Tao.Chapter 17. Predictors of Elementary Teachers' Burnout Symptoms: The Role of Teacher's Personal Resources, Perceptions of Classroom Stress, and Disruption of Teaching; Christopher J. McCarthy, Richard Lambert, Megan O'Donnell, Sara Villarreal, and Lauren Melendres.Chapter 18. Consideration for a Global Approach to Understanding and Preventing Teacher Stress; Christopher McCarthy, Ryan Douglas, and Monique Shah Kulkarni.About the Contributors.