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One hundred percent of teachers interviewed for this study reported that the teaching profession is stressful, with 72% describing the profession as extremely or very stressful. This study recognizes and investigates the stressors that affect primary school teachers, and identifies the coping behaviors that are used in response to these stressors. A mixed method design was used to assess stress and coping behaviors among current primary school teachers. Two quantitative focus groups provided insight into stress and coping behaviors through the perspectives of current primary school teachers at a specific school in rural North Carolina. A quantitative pilot survey was then administered to measure the responses and coping strategies that primary school teachers employ when stress is present in the workplace. The results indicate that unrealistic expectations set forth by school officials and parents are the most frequent source of stress followed by excessive paperwork, and school administration. The results also indicate that primary school teachers will most often employ neutral coping behaviors, followed by positive coping behaviors and negative coping behaviors. With these stressors being a part of the teaching profession, it is suggested that primary school teachers participate in stress management educational programs in order to more effectively handle stress.
Introduction In everyday life, working class people come across many situations where they have to cope with many situations and conditions, putting them in a lot of stress. Stress has become an inevitable part of human life in modern times. It is becoming a global phenomenon affecting all genres of people. The optimum level of occupational stress poses a risk to most organizations. “Teachers in particular not only have the stress of dealing with so many diverse children on a day to day basis; they are also entitled with educating and helping to mold these children into productive members of society. With rules, regulations, guidelines and performance expectations can induce very high levels of stress; the job can be demanding and has hardly any relief. Quite often teachers must take their work home overnight or on the weekends in order to be prepared for the next class or session on the field, or the teachers will have to score the test given to the children, in free time, which is possible only when he/she gets home. The traditional summer break that so many teachers once looked forward to, has began to reduce over the past few years, as well with most schools beginning to adopt block schedules which require yearlong school sessions with no more than nine week vacation period”(Kaur, 2011).
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 dissertation, "Teacher Stress and Coping Strategies During the Closure of a Primary School" by Fung-ming, Yip, 葉鳳鳴, 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 This study investigated teacher stress in the context of school closure. Factors such as economy of scale, aging of population and urbanization have all contributed to closure and consequent stress. The study took place in a typical Hong Kong Primary school with over forty years of history but which is smaller than the normal 'standardized' school. Closure affected teacher morale and their career plans. Teachers perceived school closure as a threat and a source of stress induced from the possibility of unemployment or underemployment. The research objectives were to examine (1) the stress of teachers in relation to school closure, (2) the reasons behind their perceptions, and (3) teachers' coping strategies. The methodology involved an interpretative qualitative study. The perceptions of stress of five teachers in different stages of career were explored through a self-reported questionnaire, day to day observations and interviews. Findings exposed three common sources of stress namely: the closure incident, the job hunting process resulting from the closure, and the in-service training taken to improve job opportunities. School closure was seen as stressful because it opened up many unknowns such as looking for a new job, the nature of work in a new school and the high intensity of in-service training that may be imposed. Teachers coped by sharing with friends or relatives, listening to music, went shopping or sleeping. These means helped to relieve teacher stress temporarily and restore mental health. The research raises the related issues of administrators' roles towards assistance provided to laid off teachers, teachers' voices in the closure decision making process and the authority's role towards the school closure issue. The findings suggested, there should be more practical help such as career counseling provided to laid off teachers. Administrators should reflect their roles in helping laid off colleagues; teachers should also be well prepared for challenges. All these may help to free teachers from stress and feelings of threat imposed by closure. DOI: 10.5353/th_b2772353 Subjects: Elementary school teachers - Job stress - China - Hong Kong - Casestudies Public school closingsPsychological aspects - China - Hong Kong Adjustment (Psychology)
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 collection of chapters presents research focused on emerging strategies, paradigms, and theories on the sources, experiences, and consequences of stress, coping, and prevention pertaining to students, teachers and administrators. Studies analyze data collected through action research, program evaluation, surveys, qualitative interviewing, auto ethnography, and mixed methods gathered from students and educators in the United States, Italy, Holland, Turkey, and Australia.
Examines the stress in teaching multidisciplinary concept broad enough to include physiological, psychological, organisational and legal perspectives. The editors see stress in teaching as an interactionist concept - a complex and sometimes pracarious balance between perceived work pressures, coping strategies and stress reactions. The early chapters in the book refelct this view and make contributions to understanding the causes and costs of stress in teaching. The authors of these chapters come, collectively, to the conclusion that there is an alarmingly low level of job satisfaction in taching and that turnover intentions appear to be on the increase. This pessimistic view is challenged in later chapters by professionals working in the filed of stress management. These contributions highlight the danger of focusing stress research and management. These contributions highlight the danger of focusing stress research and management strategies on the individual rather than the organization, and report the authors' "hands on" knowledge of teacher support teams and workshop and whole-school approaches to diminishing the causes and costs of teacher stress and improving training and career development. The concluding chapters demonstrate the editors belief that useful insights for workers in the education service can be gained fromstudies of workplace stress in other occupations.
School districts today face increasing calls for accountability during a time when budgets are stretched and students’ needs have become increasingly complex. The teacher’s responsibility is to educate younger people, but now more than ever, teachers face demands on a variety of fronts. In addition to teaching academic content, schools are responsible for students’ performance on state-wide tests. They are also asked to play an increasingly larger role in children’s well-being, including their nutritional needs and social and emotional welfare. Teachers have shown themselves to be more than capable of taking up such challenges, but what price is paid for the increasing demands we are placing on our schools? Understanding Teacher Stress in an Age of Accountability is about the nature of teachers stress and the resources they can employ to cope with it. Accountability is a two-way street and the authors in this volume suggest remedies for reducing teacher stress and in all likelihood increasing student learning—greater administrative support, more and better instructional materials, specialized resources targeted at demanding children, parental support, and professional recognition. Readers will discover that lack of funding, low pay, concerns about academic performance and student misbehavior, and increased public and governmental scrutiny are not exclusive to the United States. In this volume, the third in a series on Research on Stress and Coping in Education, authors from Australia, Turkey, Malaysia, and the Netherlands sound the same alarms, post the same warnings, and draw similarly disturbing conclusions.
This book looks at the causes of teacher stress, asks why thousands of teachers are leaving the profession every year and suggests way of preventing and coping.