Teacher Stress

The purpose of this study was to identify the perceived level of stress based on demographic factors (gender, age, and teaching experience) and also to determine the contributing factors of stress among teachers who are currently teaching at Missionary Primary Schools in Kuala Lumpur. There are seven teacher’s stress sources that were included in this study which comprise workload, pupils’ attitude, time constraint, relationships with colleagues,relationships with parents, appreciation and support, and lack of resources. A total of 186 teachers from 14 Missionary Primary Schools in Kuala Lumpur were randomly chosen based on multistage cluster sampling that represents the total population. The data is analyzed by using both descriptive and inferential statistics (Independent t-test, one-way ANOVA test and Multiple Regression). The finding indicated that the stress level among respondents was at a moderate level. Further analysis revealed that there were no significant differences on the level of stress among respondents in terms of gender, age and work experience. In addition, it was found that parental relationship, and appreciation and support significantly predicted teacher’s stress level

The Coalition Government’s ‘Green Paper’ (DfE, 2011) proposes a systemic overhaul of services for pupils with Special Educational Needs in England, with increased parental choice of provision, and “sharper accountability” (p. 67) in schools. Deadlines for various stages of this reform have not been met, and its final nature remains uncertain. This article reveals SENCOs’ insights into their changing role in this turbulent policy context. This is achieved through the thematic analysis of 227 responses to an ‘open-ended’ question in the national SENCO Survey 2012. Findings from this sample indicate that SENCOs predict schools in England will become more inclusive, with greater shared responsibility for achievement for all, and SENCOs’ increased involvement in staff training and other whole school capacity-building activities. Respondents predict a greater partnership with parents, for whom they will provide advice and links to other services. They foresee their reduced involvement in direct teaching, and an intensification of their work in other ways, especially in terms of paperwork associated with pupil tracking and other accountability measures. These changes are anticipated against a backdrop of resource cuts, requiring SENCOs to show increasing self-reliance and imagination.

Stress is considered one of the serious problems in the workplace that extremely affects all employees. Stress may have a negative impact on employees both in their private and business lives and can reduce their quality of lives and their success as well. In this study, we aimed to investigate the potential stress factors of teachers who are well known to have a high level of stress. In this context, our research was planned as a field study through structured survey questionnaires with 92 teachers working in public schools affiliated with the Ministry of National Education in Kocaeli. The result of the study might provide a potential resource for teachers experiencing work-related stress and looking for ways to cope with work-related stress as well. Our study would also be important for contributing to the occupational stress literature which is understudied.

Wraz ze współczesnymi zmianami modeli przywództwa edukacyjnego od dyrektorów szkół wymaga się coraz więcej. Mają oni posiadać efektywną wiedzę i umiejętności pozwalające
im skutecznie odgrywać rolę przywódczą w placówkach oświatowych. Oznacza to konieczność wykonywania jednocześnie wielu obowiązków zawodowych często w sytuacji
trudnej społecznie. W rozdziale przyjrzymy się temu, jakie właściwości pracy dyrektora mogą sprawić, iż nie poradzi on sobie z wymaganiami roli, oraz temu, jakie główne
obciążenia w pracy dyrektora pokazują wyniki badań. Przejdziemy później do omówienia potencjalnych konsekwencji pracy w tym zawodzie, zarówno tych negatywnych (wypalenie
zawodowe), jak i pozytywnych (dobrostan, zaangażowanie). Wreszcie przeanalizujemy,jakie rozwiązania mogą sprzyjać temu, aby dyrektorzy potrafi li sprostać wymaganiom
roli, a ich praca nie stała się ani ich osobistą klęską, ani klęską placówki, którą zarządzają.

Publikacja omawia badania zrealizowane przez Instytut Medycyny Pracy w Łodzi na losowej próbie ponad 1200 nauczycieli szkół publicznych z całego kraju. W książce przedstawiono wyniki aktualnej diagnozy stanu pozytywnych (salutogennych) i negatywnych (stresorów) czynników środowiska pracy nauczycieli. Dane uzupełniono o analizę jakości relacji nauczyciel – uczeń, także w zakresie przemocy w tym wymiarze. Omówiono również konsekwencje oddziaływania warunków pracy na nauczycieli, w tym poziom wypalenia zawodowego. Publikacja zawiera także propozycje praktycznych rozwiązań w kwestii redukcji ujemnego wpływu środowiska pracy nauczyciela na jego dobrostan.
    Niniejsza książka na podstawie wyników aktualnych reprezentatywnych badań na dużej próbie nauczycieli opisuje, jak spostrzegają oni pozytywne i negatywne czynniki występujące w ich miejscu pracy. Podjęto w niej dyskusję na temat związków między warunkami pracy nauczyciela a relacją nauczyciel – uczeń.

Połączenie tematyki wypalania się i odczuwanego sensu własnych działań stanowi istotę poszukiwań podjętych w tej książce i jest próbą wypałnienia istniejącej luki. Odczuwanie sensu własnego życia przez pedagogów specjalnych należy do „wątków nieobecnych” w badaniach nad funkcjonowaniem zawodowym pedagogów, w tym równiez w kontekście syndromu wypalania się sił. Przedstawiana książka poświęcona jest pedagogom specjalnym: nauczycielom i nauczyciolom-wychowawcom pracującym w specjalnych ośrodkach szkolno-wychowawczych dla dzieci i młodzieży z umiarkowaną, znaczną, i głęboką niepełnosprawnością intelektualną.
Jednym z najważniejszych powodów zajmowania się procesami związanymi z odczuwanymi w pracy obciążeniami, stresem (przeradzającymi się czasem w stan wypalenia) jest bardzo duża zależność ucznia-wychowanka z niepełnosprawnością intelektualną od osoby nauczyciela-wychowawcy a skutki wypalania się "pomagacza" mogą byc bardzo poważne dla osób przez niego wspieranych.
Można powiedzieć, że specyfika funkcjonowania zawodowego pedagogów specjalnych pracujących z osobami z niepełnosprawnością intelektualną wynika m.in. z podmiotu odziaływań - wychowanka wymagającego z reguły znacznego, długotrwałego, wielospecjalistycznego wsparcia oraz konieczności inwestowania znacznych wysiłków nie zawsze „nagradzanych” w postaci znaczących efektów w pracy.
Praca pedagogów specjalnych zajmujących się osobami z niepełnosprawnością intelektulaną jest zajęciem silnie obciążającym - co do tego panuje dość powszechna zgoda badaczy zajmujących się tą tematyką. Jej unikalny charakter polega również na wzmacniającym, sensotwórczym charakterze.

The education goals and developmental goals of a nation are met by dedicated and competent teachers. Unfortunately teachers have become puppets of the system. The high expectations of students, parents and society on the whole are diluting the core duty of a teacher. The education system needs to grease the wheels rather abandoning to rust. All changes are not beneficial similar is the change of research activity in the teaching profession. Research definitely compliments teaching but not necessarily to every teacher. Research seems like a cliché, lamentably true. There is an urgent need to facilitate teacher instead being demanding. There is a desperation and pressure of research publication among academicians instigated by institutions. The higher education is facing unprecedented challenges and need adaptation with the major challenge of the pandemic, COVID-19. The NEP has brought tremendous changes in the system of higher education aiming to improve. One of the core objectives of the policy is about generating and sharing ideas. On the contrary, quality research in India principally hinges on doctoral research work (leading to the award of doctorate credentials) produced by the universities that follow UGC regulations.

Stress is considered one of the serious problems in the workplace that extremely affects all employees. Stress may have a negative impact on employees both in their private and business lives and can reduce their quality of lives and their success as well. In this study, we aimed to investigate the potential stress factors of teachers who are well known to have a high level of stress. In this context, our research was planned as a field study through structured survey questionnaires with 92 teachers working in public schools affiliated with the Ministry of National Education in Kocaeli. The result of the study might provide a potential resource for teachers experiencing work-related stress and looking for ways to cope with work-related stress as well. Our study would also be important for contributing to the occupational stress literature which is understudied.

The main thrust of this investigation was to use a descriptive survey research design to study teacher perceptions of factors that cause high levels of stress. Data were collected through a questionnaire and an interview schedule. The research instruments and data analyses procedures were pilot tested and subsequently refined. Teacher perceptions were analyzed within the framework of selected demographic factors. It is on the basis of these factors that hypotheses were formulated to guide the study. The study unveiled the following findings: The majority of teachers perceived most job factors to be highly stressful, and to contribute significantly towards an unfavourable work environment. Factored dimensions perceived to be stressful encompassed; low levels of remuneration, poor incentives package, high teacher-pupil ratio, high amount of clerical work, unfavorable supervisory climate and unprogressive leadership styles. As a result of these findings some conclusions were drawn. Sch...

Recent  research  shows  teachers  report  their  job  being  very  stressful  (OECD/TALIS). The Covid-19 pandemic caused many changes in education, which put  teachers  under  additional  strain  (Sokal,  Trudel  &  Babb,  2020).  Female teachers in Slovak primary education outnumber male teachers by a ratio of 9-to-1. Even though women spend as much time in work as men, women ́s involvement in  household  chores  is  more  than  double.  This  creates  an  even  greater  challenge.  The paper has several aims – the first aim is an examination of the stress level of primary  school  female  teachers  during  the  pandemic.  The  second aim  is  an  examination  of  the  intensity  of  measured  stressors.  The  third  aim  is  to  compare  work stress in female and male teachers. The fourth aim is to investigate the role of variables  (age,  work  experience, education stage)  on  work  stress. The  research sample consisted of 473 teachers (426 female). According to results, over 58 % of female teachers reported quite a bit (34 %) or a lot of (24,7 %) experienced work stress.  Overall,  female  teachers  perceived  most  stress  in  stressors:  having  too  much  administrative  work  to  do,  uncertainty  associated  with  frequent  changes  in education caused by pandemic and social acknowledgment. Female  teachers  compared  to  male  teachers  experienced  significantly  more  stress  in  several  stressors,  for  example:  being  held  responsible  for  students’  achievement  and  perfectionism.  Younger  and  less  experienced  female  teachers  perceived  significantly  more  stress  in  specific  stressors.  2nd  stage  female  teachers experienced more stress in specific sources of stress compared to 1st  stage female teachers.

This qualitative study explores the types of school-level teacher wellbeing initiatives reported by 51 teachers. The authors argue that the most well-received wellbeing measures are those embedded within supportive whole school cultures which aim to minimise burdensome workloads and maximise feelings of auton- omy, relatedness and competence. Analysis shows that the least effective initiatives were those that reacted to a perceived problem, but did not seek to address the cause of perceived poor wellbeing. In some cases, activities such as compulsory cooking or sports sessions infringed upon teachers’ basic needs for autonomy. Such initiatives acted as a barrier to teacher wellbeing when they were seen to respond to a perceived demand for accountability, or contribute to burdensome workloads by placing additional demands on teachers’ time. Overall, teachers favoured school poli- cies and practices which were conducive to promoting meaningful workloads, rather than one-off or limited-duration wellbeing activities.

Teachers start their careers feeling motivated and desiring to make a dif- ference in their students’ lives. Teaching is challenging and stressful work, however. The considerable demands on their time and attention, limited re- sources for assistance, and ever-increasing performance requirements take a toll. Perhaps not surprising, beginning teachers soon feel burned out and emotionally exhausted. Studies find nearly half of teachers leave the profes- sion in the first 5 years. The rest stay and, despite difficulties, report that their primary motivation remains caring for students. Nevertheless, research- ers also note incidents of teacher misbehavior toward students. Festinger’s (1957) Cognitive Dissonance Theory is used here to analyze and better un- derstand such contradiction. The chapter proposes solutions to ease or abate teacher burnout and misbehavior given the above discussion as conclusion.

This research was aimed at discovering the levels of job stress among Early Childhood Education (ECE) teachers of Karachi and the contribution of their marital status on job stress. The research method was quantitative in nature, for which two hypotheses were formed. First hypothesis assumed that the ECE teachers of Karachi would have a signifi cant level of job stress and the second assumed that there would be a noteworthy dissimilarity between the scores of job stress of married and single teachers of ECE. For this purpose, 127 single and married ECE teachers from schools of Karachi responded to an adapted form of Job Stress Inventory (JSI), which measured their level of overall job stress. The results revealed that the ECE teachers of private schools of Karachi did not face any signifi cant level of job stress and both, married and single ECE teachers experienced the same level of stress at job.

The pandemic wave of COVID-19 has called for a world emergency. Pandemic has made many teachers lose their jobs while educational institutions either went bankrupt or were shut down. Academicians yield professional growth through research that contributes to knowledge and industry. Time and fund always remained a constraint to research obligations for academicians. Smart businesses have come up with ideas that would target two birds with one stone. First surviving in the market during crisis and second serving the needs of teaching professionals. The purpose of the paper is to identify the new opportunities for development and growth created by the pandemic in the education industry. This paper is literature based on analyzing the use of limited resources yielding professional growth and survival of business during a crisis. The paper concludes the essentiality of preparedness for future pandemics and needs for placidity during a pandemic crisis.

Social policies that are not specifically aimed at impacting health can still have health consequences. State education reforms, such as standardized testing and stringent accountability for schools and teachers, may affect teacher health by changing their working conditions. This study explores associations between state education initiatives and teachers' sleep, an important predictor of productivity and chronic health conditions. The Behavioral Risk Factor Surveillance System 2013 and 2014 data sets provided sleep and demographic data for 7836 teachers in 29 states in the United States. We linked the teacher data to state education reform data from the U.S. Department of Education. Logistic regression was used to estimate odds ratios (ORs) of reporting inadequate sleep (i.e., <6.5 h and <5.5 h) associated with state education policies after adjusting for demographic characteristics. Teachers had significantly higher odds of reporting inadequate sleep if their state financed professional development, sanctioned or rewarded schools based on student performance, and regulated classroom materials for statewide common core standards (ORs ranging from 1.25 to 1.84). More strictly defined inadequate sleep (<5.5 h) had generally higher ORs than less strict definition (<6.5 h). The Race-to-the-Top award, a US federal grant designed to encourage states to implement reforms through regulations and legislations, was also associated with inadequate sleep (OR ¼ 1.41, p < 0.01, for <6.5 h; OR ¼ 1.55, p < 0.01, for <5.5 h). Although this exploratory study did not have district-and school-level implementation data, the results suggest that some state education policies may have impacts on teacher sleep. Consequences of education reform for teacher health deserve more attention. Published by Elsevier Ltd.

Many school teachers suffer from stress and burnout, and perfectionism is a personality characteristic that has been associated with increased stress, maladaptive coping, and burnout. Recent findings, however, show that perfectionism has both positive and negative facets. To investigate how these facets are related to stress, coping, and burnout in teachers, a sample of 118 secondary school teachers completed multidimensional measures of perfectionism, stress appraisals, coping styles, and burnout. Multiple regression analyses showed that striving for perfection was positively related to challenge appraisals and active coping and inversely to threat/loss appraisals, avoidant coping, and burnout whereas negative reactions to imperfection were positively related to threat/loss appraisals, avoidant coping, and burnout and inversely to challenge appraisals and active coping. Perceived pressure to be perfect showed differential relationships depending on the source of pressure: Whereas pressure from students was positively related to loss appraisals and pressure from students’ parents was positively related to burnout, pressure from colleagues was inversely related to threat appraisals and burnout. The findings suggest that striving for perfection and perceived pressure from colleagues do not contribute to stress and burnout in teachers, whereas negative reactions to imperfection and perceived pressure from students and students’ parents may be contributing factors.

Blessings and afflictions are integral elements in every individual lives. Individuals celebrate blessing but not all can cope an affliction. Afflictions generate stress. Emotional contusions of everyday life can bring about a torrent of chronic stress. Often when stress max out then no coping strategy could be of help eventually resulting in trauma. Not all stressors result in trauma but unattended series would definitely. There is impairment among individuals if stress coping strategies are not adopted at the right time emanating a negative impact. This paper aims to study the origin of stress, its expansion in varied disciplines and typology. The paper attempts to understand the concept of stress initially on a Global level scaling down to Asian level and finally in an Indian perspective considering it in related occupations and in specific to teacher stress for the reason that teachers strengthen the nations providing professionals, entrepreneurs, leaders and many more.

Spread of novel coronavirus pandemic in the year 2020 is a threat to both public health and occupational health. The current scenario of heavy technological dominance and synergy as mantra of life has problematized control on the pandemic. This paper aims to study the meaning of pandemic. Further its relation to academics causing stress among teachers. History reveals whenever a pandemic attacks, by and large the importance is towards medical assistance and safety of the people. However despite lockdown and social distancing as measures to control spread of this pandemic i.e., Novel coronavirus, work from home continues. Information and communication technology (ICT) has made work from home feasible to many professions, one among such is teaching profession. Pandemic has become an added stressor to teacher stress with a need for appropriate preparedness in future. This study concludes need of a planned preparation during pandemic crisis adhering to ethical and legal implications for plausibility of smooth functioning of academic sessions. Optimum utilization of information and communication technology (ICT) and innovative teaching methods can facilitate the education industry.

The pressures and complexities of educational leaders are growing and the research indicates a lack of willingness of highly qualified and capable deputies and assistants to 'step up' to the top job.  This paper discusses a different lens through which leaders can examine their practice that reduces their own levels of workplace stress and burnout and provides an environment where teacher leadership across the school is embedded in daily practice.

This qualitative study explores the types of school-level teacher wellbeing initiatives reported by 51 teachers. The authors argue that the most well-received wellbeing measures are those embedded within supportive whole school cultures which aim to minimise burdensome workloads and maximise feelings of autonomy, relatedness and competence. Analysis shows that the least effective initiatives were those that reacted to a perceived problem, but did not seek to address the cause of perceived poor wellbeing. In some cases, activities such as compulsory cooking or sports sessions infringed upon teachers’ basic needs for autonomy. Such initiatives acted as a barrier to teacher wellbeing when they were seen to respond to a perceived demand for accountability, or contribute to burdensome workloads by placing additional demands on teachers’ time. Overall, teachers favoured school policies and practices which were conducive to promoting meaningful workloads, rather than one-off or limited-dur...

In addition to the undergraduate programs provided by faculties of education, in Turkey, Pedagogical Formation Education Certificate Programs are also provided by these faculties. Graduates of such programs are positioned as teachers in Turkey, the same as the graduates of faculties of education. Individual differences of teachers are of great importance in terms of closeness and determination toward students. In addition to personality, psychological features are also closely related to their professional competence and success, quality of education in general, and –maybe more importantlythe safety of the students. In this study, it was aimed to provide insight about the individual differences of students who attend pedagogical formation training by investigating the psychological status of those students through the analysis of the relationship between depression, anxiety, stress, coping by humor levels, humor types and their type of personality. It was observed that 40.2% of part...

The main thrust of this investigation was to use a descriptive survey research design to study teacher perceptions of factors that cause high levels of stress. Data were collected through a questionnaire and an interview schedule. The research instruments and data analyses procedures were pilot tested and subsequently refined. Teacher perceptions were analyzed within the framework of selected demographic factors. It is on the basis of these factors that hypotheses were formulated to guide the study. The study unveiled the following findings: The majority of teachers perceived most job factors to be highly stressful, and to contribute significantly towards an unfavourable work environment. Factored dimensions perceived to be stressful encompassed; low levels of remuneration, poor incentives package, high teacher-pupil ratio, high amount of clerical work, unfavorable supervisory climate and unprogressive leadership styles. As a result of these findings some conclusions were drawn. Sch...

In addition to the undergraduate programs provided by faculties of education, in Turkey, Pedagogical Formation Education Certificate Programs are also provided by these faculties. Graduates of such programs are positioned as teachers in Turkey, the same as the graduates of faculties of education. Individual differences of teachers are of great importance in terms of closeness and determination toward students. In addition to personality, psychological features are also closely related to their professional competence and success, quality of education in general, and –maybe more importantlythe safety of the students. In this study, it was aimed to provide insight about the individual differences of students who attend pedagogical formation training by investigating the psychological status of those students through the analysis of the relationship between depression, anxiety, stress, coping by humor levels, humor types and their type of personality. It was observed that 40.2% of part...

In addition to the undergraduate programs provided by faculties of education, in Turkey, Pedagogical Formation Education Certificate Programs are also provided by these faculties. Graduates of such programs are positioned as teachers in Turkey, the same as the graduates of faculties of education. Individual differences of teachers are of great importance in terms of closeness and determination toward students. In addition to personality, psychological features are also closely related to their professional competence and success, quality of education in general, and –maybe more importantlythe safety of the students. In this study, it was aimed to provide insight about the individual differences of students who attend pedagogical formation training by investigating the psychological status of those students through the analysis of the relationship between depression, anxiety, stress, coping by humor levels, humor types and their type of personality. It was observed that 40.2% of part...

Teacher stress remains a consistently reported issue nationally and internationally in both the mainstream media and academic fora. Understanding the source/s of stress, however, remains complex given the interplay of external and internal factors that have the potential to shape teachers’ stress and resilience responses. This exploratory qualitative study sought to understand 74 teachers’ perceptions of the main contributors to stress in the workplace, and to investigate their beliefs about strategies to help ameliorate these stressors. Applied Thematic Analysis revealed a range of systemic, organisational, relational, and intrapersonal stressors as the driving forces behind the experiences of teacher stress in the workplace. In light of these findings, teacher’s beliefs around how to best alleviate these stressors are discussed. Conclusions highlight the need for better systems and support in building and sustaining teacher resilience to help protect against teacher burnout.

Teacher stress remains a consistently reported issue nationally and internationally in both the mainstream media and academic fora. Understanding the source/s of stress, however, remains complex given the interplay of external and internal factors that have the potential to shape teachers’ stress and resilience responses. This exploratory qualitative study sought to understand 74 teachers’ perceptions of the main contributors to stress in the workplace, and to investigate their beliefs about strategies to help ameliorate these stressors. Applied Thematic Analysis revealed a range of systemic, organisational, relational, and intrapersonal stressors as the driving forces behind the experiences of teacher stress in the workplace. In light of these findings, teacher’s beliefs around how to best alleviate these stressors are discussed. Conclusions highlight the need for better systems and support in building and sustaining teacher resilience to help protect against teacher burnout.

Within seconds of opening the package to a brand new MP3 player, my 8-year-old son installed the batteries, connected his headphones and starting searching for songs. He soon realized that there was no music and said: “Dad, the store ripped us off, they sold us an MP3 player with no music on it.” This was a Eureka moment for me when I truly realized that a major paradigm shift in music listening had transpired -- a new digital paradigm where musical sounds are expected to be ubiquitous and gratis. This principal aim of this article, therefore, is threefold: (a) to highlight the new paradigm of musical sounds rooted in the new age of digital music, (b) to contend that the new paradigm requires alternative approaches to pedagogy in the music classroom embedded in the principles of holistic and democratic education, and (c) to encourage music teachers to adopt alternative curriculum methods entrenched in the new paradigm. Prior to addressing these issues, however, a contextual and theoretical framework that explores the relationship between sound and music is provided.

Summary. Profiles of daily salivary oestriol concentrations throughout the third trimester of pregnancy have been constructed for 14 normal and 11 abnormal pregnancies. Day-to-day variations were significantly higher than those reported for unconjugated oestriol in plasma or serum. A sustained decline in salivary oestriol concentrations was observed in one pregnancy in which intrauterine death occurred. Sustained falls were also observed in two pregnancies in which a healthy infant was born at term. In all other patients a normal salivary oestriol profile correlated with a favourable outcome. Salivary oestriol measurements provide similar information to plasma unconjugated oestriol measurements while offering the advantages of a simple, non-invasive sample collection procedure.