For the past year, David Marshall, Heather Walter, and I have been working to establish four scales of teacher well-being: emotional exhaustion, workload, admin support, and colleague support. Find the preprint below. With many states seeing teacher shortages, school leaders and policymakers must understand teacher needs and find ways to support them best. Additionally, a teacher’s well-being can significantly impact student well-being and academic success.
Pressley, T., Marshall, D.T., & Walter, H. (2025). The development of brief measures of teacher well-being: Emotional exhaustion, workload, administrative support, and colleague support. The Teacher Educator, X(X), X-X. https://doi.org/10.1080/08878730.2025.2515610
Books
Marshall, D. T. & Pressley, T. (2024). Pandemic Lessons: Disruption, Innovation, and What Schools Need to Move Forward. Guilford Press.
Pressley, T., Allington, R. L., & Pressley, M. (2023). Reading instruction that works: The case for balanced teaching. (5th ed.). Guilford.
Book Chapters
Marshall, D. T., Pressley, T., Neugebauer, N. M, Smith, N. E., & Trammell, D. L. (In Press). Elementary teacher morale and mental health following the COVID-19 pandemic. In Salisbury-Glennon, J. & D. Shannon D. M. (Eds.), Examining the Cognitive and Psychological Effects of the COVID-19 Gobal Pandemic on K-12 Teachers. Information Age Publishing.
Marshall, D. T., Pressley, T., Love, S. M., Ganey, K., & Wiedmaier, M. (Under Review). Professional Time and Teacher Autonomy: Lessons from the COVID-19 Pandemic. In A. Hogan & G. Thompson (Eds.), Time Poverty: Understanding the complexity of teachers’ work. Routledge.
Pressley, T. & Cartwright, K.B. (2022). Michael Pressley (1951–2006). In: Geier, B.A. (eds) The Palgrave Handbook of Educational Thinkers. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-81037-5_217-1
Pressley, T. (2022). Teaching the application of educational psychology through active learning and assessment. In J.S. Volger & M. M. Buehl (Eds.), Teaching Learning for Effective Instruction. Information Age Publishing.
Roehrig, A. D., Brinkerhoff, E. H., Rawls, E. S., & Pressley, T. (2013). Motivation classroom practices to support effective literacy instruction. In B.M. Taylor & N. K. Duke (Eds.), Handbook on effective literacy instruction. Guilford Press.
Peer Reviewed Publications
*- Indicates undergraduate student author
^-Indicates graduate student author
Pressley, T., Kuster, G., & Bolam, K. (2025). Exploring the academic impact of two tutoring approaches at an elementary school. The Teacher Educators’ Journal, X(x), X-X.
Fernandez, G. & Pressley, T. (2025). Lessons learned from integrating artificial intelligence into a writing-intensive research methods course. Journal for Research and Practice in College Teaching, 10(2), X-X.
Ha, C., Pressley, T., & Marshall, D. T. (2025). The role of teacher autonomy in enhancing job satisfaction and mitigating burnout. Plos One, 20(1), e0317471. https://doi.org/10.1371/journal.pone.0317471
Pressley, T. (2024). Changes in first-year teacher self-efficacy during COVID-19. The Teacher Educator, 59(3), 345-360. https://doi.org/10.1080/08878730.2023.2289876
Pressley, T., Marshall, D. T., & Moore, T. (2024). Understanding teacher burnout following COVID-19. Teacher Development, 28(4), 538-568. https://doi.org/10.1080/13664530.2024.2333982
Ha., C. & Pressley, T. (2024). Inner strength amidst pandemic: Teachers’ self-efficacy patterns and perceived personal accomplishments. Psychology in the Schools, 61(5), 1944-1961. https://doi.org/10.1002/pits.23149
Pressley, T., Marshall, D. T., Love, S. M., & Neugebauer, N. M. (2023). Teacher morale and mental health at the conclusion of the COVID-19 pandemic. Education Sciences, 13(12), 1222-1235. https://doi.org/10.3390/educsci13121222
Pendola, A., Marshall, D. T., Pressley, T., & Trammell, D. L. (2023). A silver lining: There is no shortage of teacher dedication. Phi Delta Kappan.
Awwad-Tabry, S., Yonti, K., Pressley, T., & Levovich, I. (2023). Rising strong: The interplay between resilience, social support, and post-traumatic growth among teachers post COVID-19. COVID, 3, 1220-1232. https://doi.org/10.3390/covid3090086
Pressley, T. & *Rangel R. (2023). Elementary teacher self-efficacy after a year of teaching during COVID-19. Psychology in the schools, 60(9), 3284-3297. https://doi.org/10.1002/pits.22921
Marshall, D. T., ^Neugebauer, N. M., Pressley, T., & Brown-Allifi, K. (2023). Teacher morale, job satisfaction, and burnout in schools of choice following the COVID-19 pandemic. Journal of School Choice: International Research and Reform, X(X), X-X. https://doi.org/10.1080/15582159.2023.2201737
Awwad-Tabry, S., Levkovich, I., Pressley, T., & Shinan-Altman, S. (2023-Accepted). Arab teachers’ well-being upon school reopening during COVID-19: Applying the Jobs Demands-Resource Model. Journal of Education Sciences, X(X), X-X.
Levkovich, I., Shinan-Altman, S., & Pressley, T. (2023). Challenges to Israeli teachers during the fifth wave of the COVID-19 pandemic: How they coped when the schools reopened? The Teacher Educator. https://doi.org/10.1080/08878730.2023.2175400
Jaafar, I. & Pressley, T. (2023). Cultivating teacher resilience: Lessons learned from the pandemic. APA Division 15 Practice Brief, 4(1), 1-2. https://apadiv15.org/education-practice-briefs
Marshall, D. T., Pressley, T., & Love, S. M (2022). The times they are a-changin’: Teaching and learning beyond COVID-19. Journal of Educational Change, .
https://doi.org/10.1007/s10833-022-09469-z
Marshall, D. T., Pressley, T., ^Neugebauer, N. M., & Shannon, D. M. (2022). Understanding why teachers are leaving and what we can do about it. Phi Delta Kappan, 104(1), 6-11. https://kappanonline.org/why-teachers-are-leaving-what-we-can-do-marshall-pressley-neugebauer-shannon/
Pressley, T. & Ha, C. (2022). Teacher exhaustion during COVID-19: Exploring the role of administrators, self-Efficacy, and anxiety, The Teacher Educator Journal, 57(1), 61-78. https://doi.org/10.1080/08878730.2021.1995094
Pressley, T. (2021). Elementary hybrid and virtual teacher stress during COVID-19. Journal of Research in Education, 30(3), 97-116. https://www.eeraorganization.org/journal
Pressley, T., Ha, C., & *Learn, E. (2021). Teacher stress and anxiety during COVID-19: An empirical study. School Psychology, 36(5), 367-376. https://doi.org/10.1037/spq0000468
Pressley, T. & Ha, C. (2021). Teaching during a pandemic: United States teachers' self-efficacy during the COVID-19 pandemic. Teaching and Teacher Education, 106, 1-9. https://doi.org/10.1016/j.tate.2021.103465
Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher, 50(5), 325-327. https://doi.org/10.3102/0013189X211004138
Pressley, T. (2021). Returning to teaching during COVID-19: An empirical study on elementary teachers’ self-efficacy. Psychology in the Schools, 58(8), 1611-1623. https://doi.org/10.1002/pits.22528
Pressley, T. & ^Croyle, H. (2021). A comparison of Virginia preservice teachers’ efficacy and the effect of COVID-19. The Teacher Educators’ Journal, 14, 149-169. https://www.ateva.org/journal-1
Pressley, T., *Isom, R., *Johnson, C., *Barnes, A., & *McAuliffe, L. (2020). Becoming a highly effective teacher and how to support teachers' development. Journal of Educational Leadership in Action, 7(1). https://www.lindenwood.edu/academics/beyond-the-classroom/publications/journal-of-educational-leadership-in-action/all-issues/volume-7-issue-1/
Pressley, T. (2020). Teaching educational psychology in an international setting: Exploring the Finnish education system. International Education Studies, 13(7), 20-30. https://doi.org/10.5539/
Pressley, T., *Croyle, H., & *Edgar, M. (2020). Different approaches to classroom environments based off teacher experience and effectiveness. Psychology in the Schools, 57(4), 606-626. https://doi.org/10.1002/pits.22341
Pressley, T., Cartwright, K. B., & Riggins III, E. C. (2018). Effects of synchronous versus asynchronous scheduling of reading methods content and field instruction on preservice teachers’ efficacy and knowledge. Literacy Practice & Research, 43(2), 5-13.
Pressley, T., Roehrig, A. D., & Turner, J.E. (2018). Elementary teachers’ perceptions of a reformed teacher evaluation system. The Teacher Educator, 53(1), 21-43. https://doi.org/10.1080/08878730.2017.1391362
Pressley, T., Riggins III, E. C., Cartwright, K. B. (2017). Reading instruction efficacy and knowledge of pre-service teachers in field placements: What should practicing teachers know to best support interns?. Reading in Virginia, 39, 65-70.
Pressley, T. (2010). The influence of TAKS on teaching strategies and student motivation to learn. Texas Association for Teacher Educators’ Forum, 35, 121-129.
Non-Peer Reviewed Publications
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Pressley, T. & Marshall, D. T. (2023). A pandemic check-up: Two researchers ask teachers, nationally and in Virginia, how they’re doing and what they need. Virginia Journal of Education. 116(5), 16-18. https://www.veanea.org/news-events/virginia-journal-of-education/
Marshall, D. T., Pressley, T., & Love, S. M. (2022, August 21). Classroom challenges and opportunities lies ahead. Richmond Times Dispatch. https://richmond.com/opinion/columnists/david-t-marshall-tim-pressley-and-savanna-m-love-column-classroom-challenges-and-opportunities-lie/article_1ea49160-0d64-5b80-85ad-86b2cdbb7f74.html#tracking-source=home-top-story
Pressley, T. & Marshall, D. T. (2022, May 25). Low morale, lack of support contributing to teacher exodus. The Virginia Pilot. https://www.pilotonline.com/opinion/vp-ed-column-pressley-marshall-0526-20220525-zyltqgbazre3nkktsjohi2qdbi-story.html
Pressley, T. & Marshall, D. T. (2022, May 25). Low morale, lack of support contributing to teacher exodus. The Daily Press. https://www.dailypress.com/opinion/vp-ed-column-pressley-marshall-0526-20220525-zyltqgbazre3nkktsjohi2qdbi-story.html
Pressley, T. (2020). Give ‘em a boost: A little support can help a new teacher’s career get off the launching pad successfully. Virginia Journal of Education. 114(1), 16-19. https://www.veanea.org/news-events/virginia-journal-of-education/
Pressley, T. & *Biggers, A. (2017). Teachers and the test. Virginia Journal of Education, 110(6), 16-17.