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Abstract: Teachers enter the profession with enthusiasm for the new adventure. Unfortunately, when they start working, they encounter circumstances that give rise to stress. The present study, which used a sample of 550 participants from 50 primary schools selected from the Kisarawe district in the Coastal Region of Tanzania, examines the extent of stress among primary school teachers and the factors influencing stress. Overall, the results indicate that teachers' levels of stress range from low to moderate. Moreover, the results from hierarchical regression analysis indicate that factors such as sex, class size, age, career intentions and teaching subject significantly predict teachers' stress. The study concludes that there is a need for the government, policymakers and school administrators to reduce teachers' workload. Furthermore, school administrators in particular should be supportive and should design mechanisms that could develop a sense of collegiality among teachers ...
Scientific Study from the year 2012 in the subject Pedagogy - The Teacher, Educational Leadership, grade: A, University of Dodoma (College of Education), language: English, abstract: ABSTRACT This study identifies and describes the effect of occupational stress in the life of public primary school head teachers in Tanzania. The study involved 100 respondents systematically randomly selected from Chamwino and Dodoma urban districts. Both qualitative and quantitative approaches were adopted in which interviews, structured questionnaires and documentary reviews were employed. The findings revealed that head teachers in rural public primary schools studied express experiencing more stress than those in urban schools as a result head teachers suffer as far as school administration is concern. The findings of this study recommend that the government should empower head teachers in terms of training on stress coping strategies as well as resources allocation as a possible measure to facilitate teaching and learning. Key words: Stress manifestations, Location of school, School administration, Teaching-Learning Process.
This volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic. As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future. This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents’ achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher’s professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come. Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.
This text is based on the author's research into primary school teacher's stress. The research has been linked with the author's belief in the need to understand ourselves, our personal and professional situations and how they relate. The resulting book is a practical text designed to address the reader in such a way that they can readily identify with what is being discussed. Futhermore, readers are encouraged to explore ways in which they can begin to tackle their own problems.
Most teachers now find that they experience stress at some point during their careers. The findings of this report, commissioned by the NASUWT, examine the problem of teacher stress and offers some hope and advice for those who experience it.
This dissertation, "Teacher Stress Encountered by Hong Kong Secondary and Primary School Teachers: Similarity and Disparity" by Yee-mei, Loretta, Lam, 林綺薇, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ********************************************************************* Abstract Research on teacher stress has become a major area of international research interest. This study begins with a quantitative research of teacher stress on primary and secondary schools in Hong Kong using a self-reported questionnaire, adapted from three well-known inventories on stress, i.e. the Teacher Stress Inventory, the Maslach Burnout Inventory, and the Barksdale Personal Stress Evaluation. Results of the quantitative research reveal that there are no significance between teacher stress and the demographic variables. Nonetheless, it reveals that overload is the major dimension of stress, and this factor is further investigated by a subsequent qualitative investigation in this study. Results confirmed that work overload was one of the main factors for teacher stress in the Hong Kong schools. The qualitative research also reveals major similarities as well as disparities on stress experienced between the primary teachers and their secondary counterparts in the Hong Kong context. ********************************************************************* 5 DOI: 10.5353/th_b3759867 Subjects: High school teachers - Job stress - China - Hong Kong Elementary school teachers - Job stress - China - Hong Kong
Teachers in society have been faced by circumstances that force them to perform their duties below expectations & have been the subject of criticism that has failed to take into consideration situations beyond the teacher. Blame for the shortcomings of the education system has therefore rested squarely on teachers. Reforms in the education sector have continuously put pressure on teachers as the main implementers of change in the curriculum and the free primary education programme. Stress, teaching overload and burnout are consequences of working under difficult conditions that include excessive pressure with minimal regard to the teachers coping threshhold. The purpose of the research was to investigate on some selected factors related to burnout among primary school teachers in Nakuru Municipality. Focus was based on teacher personal characteristics, working environment and the aspect of social support. Ex-post facto research design was employed with the target population being primary school teachers. The population for the study consisted of 1198 teachers. A sample of 140 teachers was chosen at random for the study. A burnout inventory was used to collect data.