Sample records for teacher stress inventory

  1. Symposium on teacher stress. Occupational stress among vocational teachers.

    PubMed

    Pithers, R T; Fogarty, G J

    1995-03-01

    There is a widespread belief that work related stress among teachers is serious, with implications for teachers' health status and performance. The difficulty with interpreting data on teacher stress is that the measuring instruments used are often neither standardised nor sometimes focused on stressors pertinent to the occupational roles of teachers. This study, therefore, uses a recently developed test instrument called the Occupational Stress Inventory (OSI) which concisely measures occupational stress, strain and coping resources. Data were obtained, using the OSI, from a group of vocational teachers and compared to a group of professional non-teachers. Overall the results showed a significantly higher level of teacher stress, although only one of 10 stress and strain measures contributed to this effect. The implications for teachers, in terms of occupational role, are discussed.

  2. Teacher Stress Inventory: validation of the Greek version and perceived stress levels among 3,447 educators

    PubMed Central

    Kourmousi, Ntina; Darviri, Christina; Varvogli, Liza; Alexopoulos, Evangelos C

    2015-01-01

    Background The Teacher Stress Inventory (TSI) is an instrument for measuring occupational stress in teachers. This study aimed to translate and adapt it for use in Greece, and then assess its reliability and validity. Methods The Greek versions of the TSI and the 14-item Perceived Stress Scale (PSS-14) were posted on all Greek educators’ official sites during May 2012. A nationwide sample of 3,447 teachers of all levels and specialties completed the questionnaires via the Internet. Reliability was determined by the calculation of Cronbach’s alpha coefficient. Confirmatory factor analysis was conducted and validity was further examined by investigating the correlation of the TSI with the PSS-14 and their association with demographics and work-related factors. Results Satisfactory Cronbach’s alpha values (above 0.70) were found for all TSI dimensions. Confirmatory factor analysis confirmed the two-factor construct of TSI (root mean square error of approximation, comparative fit index, and goodness-of-fit index values were 0.079, 0.956, and 0.951, respectively), confirming the pre-established theory for the two latent variables, Stress Sources and Stress Manifestations. Significant correlations were found between TSI subscales, PSS-14 sex, age, lack of support, and students’ difficulties. Conclusion The Greek version of the TSI was found to have satisfactory psychometric properties, and its use for assessing stress in Greek teachers is warranted. PMID:25834469

  3. Teacher Stress Inventory: validation of the Greek version and perceived stress levels among 3,447 educators.

    PubMed

    Kourmousi, Ntina; Darviri, Christina; Varvogli, Liza; Alexopoulos, Evangelos C

    2015-01-01

    The Teacher Stress Inventory (TSI) is an instrument for measuring occupational stress in teachers. This study aimed to translate and adapt it for use in Greece, and then assess its reliability and validity. The Greek versions of the TSI and the 14-item Perceived Stress Scale (PSS-14) were posted on all Greek educators' official sites during May 2012. A nationwide sample of 3,447 teachers of all levels and specialties completed the questionnaires via the Internet. Reliability was determined by the calculation of Cronbach's alpha coefficient. Confirmatory factor analysis was conducted and validity was further examined by investigating the correlation of the TSI with the PSS-14 and their association with demographics and work-related factors. Satisfactory Cronbach's alpha values (above 0.70) were found for all TSI dimensions. Confirmatory factor analysis confirmed the two-factor construct of TSI (root mean square error of approximation, comparative fit index, and goodness-of-fit index values were 0.079, 0.956, and 0.951, respectively), confirming the pre-established theory for the two latent variables, Stress Sources and Stress Manifestations. Significant correlations were found between TSI subscales, PSS-14 sex, age, lack of support, and students' difficulties. The Greek version of the TSI was found to have satisfactory psychometric properties, and its use for assessing stress in Greek teachers is warranted.

  4. A Quantitative Study Examining Teacher Stress, Burnout, and Self-Efficacy

    ERIC Educational Resources Information Center

    Stephenson, Timar D.

    2012-01-01

    The purpose of this quantitative, correlational study was to examine the relationships between stress, burnout, and self-efficacy in public school teachers in the Turks and Caicos Islands. The Teacher Stress Inventory was used to collect data on teacher stress, the Maslach Burnout Inventory Educators Survey was used to obtain data on teacher…

  5. Teacher Stress and Coping Strategies: A National Snapshot

    ERIC Educational Resources Information Center

    Richards, Jan

    2012-01-01

    This national survey of 1,201 kindergarten through Grade-12-U.S. teachers focused on three related areas: (1) sources of teacher stress, (2) manifestations of stress, and (3) suggested coping strategies. The survey instrument was adapted from the Teacher Stress Inventory and the Coping Scale for Adults. Results indicated that teachers nationwide…

  6. A Factor Analytic Study of the Teaching Events Stress Inventory.

    ERIC Educational Resources Information Center

    Alexander, Livingston; And Others

    The purpose of this study was to determine if definitive factors emerge from the responses of teachers to the Teaching Events Stress Inventory (TESI). In a series of three studies during the years 1980 to 1982, data were collected to assess the levels and sources of stress experienced by 660 teachers in central and western Kentucky. The subjects…

  7. Teacher stress and burnout: implications for school health personnel.

    PubMed

    Belcastro, P A; Gold, R S

    1983-09-01

    Recent literature indicates teachers experience considerable stress in the workplace, and that such stress is associated with an increased frequency of physical illnesses and somatic complaints. This study was conducted to identify the relationship between reported levels of stress and somatic complaints and selected illnesses. The Maslach Burnout Inventory and the Teacher Somatic Complaints and Illness Inventory were distributed to 428 teachers in public schools in Southern Illinois. The MBI yields data allowing classification of teachers into two groups according to degrees of work related stress. A discriminant analysis was performed to examine the ability to discriminate between these groups based on their reported patterns of somatic complaints and illnesses. More than 11% of those responding to the study were classified as burned out according to conservative criteria for classification. The conclusion that burnout represents a health risk to teachers in this study has implications for school health personnel. Since school health personnel have experience in educating people about physiological and psychological factors that threaten health, and have experience in motivating individuals to take positive action regarding their health, they can provide teachers with information and skills to cope with occupational stress.

  8. Development of Mentor Teacher Role Inventory

    ERIC Educational Resources Information Center

    Koc, Ebru Melek

    2011-01-01

    This study aimed to develop and investigate the validity and reliability of the Mentor Teacher Role Inventory (MTRI). A total of 1843 student teachers in the Distance English Teacher Training Program participated in the study. The 58 items of the Mentor Teacher Role Inventory underwent principal factor analysis, which revealed nine factors…

  9. Stress and Burnout: Implications for Teacher Motivation.

    ERIC Educational Resources Information Center

    Farber, Barry A.

    Motivating aspects and stress factors of teaching were identified in a study of public school teachers in suburban New York (state) and New Jersey schools. Thirty percent (398) of the teachers contacted participated in the study, which consisted of a 65-item questionnaire, the Teacher Attitudes Survey, adapted from the Maslach Burnout Inventory.…

  10. The Effects of Meditation on Teacher Perceived Occupational Stress, State and Trait Anxiety, and Burnout.

    ERIC Educational Resources Information Center

    Anderson, Vidya L.; Levinson, Edward M.; Barker, William; Kiewra, Kathleen R.

    1999-01-01

    Study employs a pretest/posttest control-group design and uses the Teacher's Stress Inventory (TSI), State-Trait Anxiety Inventory (STAI), and the Maslach Burnout Inventory (MBI) to assess the effects of a five-week standardized meditation (SM) class on the perceived occupational stress of full-time teachers. Results support hypothesis that SM…

  11. The Influence of Time Management Practices on Job Stress Level among Beginning Secondary Agriculture Teachers

    ERIC Educational Resources Information Center

    Lambert, Misty D.; Torres, Robert M.; Tummons, John D.

    2012-01-01

    Monitoring the stress of teachers continues to be important--particularly stress levels of beginning agriculture teachers. The study sought to describe the relationship between beginning teachers' perceived ability to manage their time and their level of stress. The Time Management Practices Inventory and the Job Stress Survey were used to measure…

  12. [Appraisal of occupational stress and strain in primary and secondary school teachers].

    PubMed

    Wang, Z; Lan, Y; Li, J; Wang, M

    2001-09-01

    This study was conducted to assess occupational stress and strain in primary and secondary school teachers. A test of occupational stress and strain was carried out by using Occupational Stress Inventory Revised Edition (OSI-R) in 1460 primary and secondary school teachers (teacher group) and 319 mental workers in non-educational area (non-teacher group as control). The results showed the level of occupational stress in role overload and physical environment in the teacher group was significantly higher than that in the non-teacher group (P < 0.05). In teacher group the level of occupational stress and strain increased with age; the occupational stress and strain in male teachers were significantly higher than those in female teachers (P < 0.01); the occupational stress and strain in secondary school teachers were significantly higher than those in primary school teachers. These results indicate: to protect and promote primary and secondary school teacher's health, particularly male teachers' health, to mitigate their work pressure and to raise the quality of education are important tasks in the area of occupational health.

  13. Job Stress and Burnout among Industrial and Technical Teacher Educators

    ERIC Educational Resources Information Center

    Brewer, Ernest W.; McMahan, Jama

    2003-01-01

    This study examined job stress and burnout among a random sample of 133 industrial and technical teacher educators. The Job Stress Survey (JSS) developed by Spielberger and Vagg (1999) measured stress; the Maslach Burnout Inventory-Human Services Survey (MBI-HSS) developed by Maslach and Jackson (1996) measured burnout. Stepwise multiple…

  14. Assessing occupational stress, strain, and coping for North American teachers in Kuwait.

    PubMed

    Alkhadher, Othman; Al-Naser, Hessah

    2006-12-01

    In this study, differences in levels of occupational stress and strain experienced by North American local (n=24) and expatriate (n=43) teachers working in Kuwait were investigated by married (n=34) and single status (n=31) and by male (n=30) and female (n=47) sex. All teachers self-administered the Occupational Stress Inventory-Revised. No differences appeared among measures of stress or strain between male and female teachers or between married and single teachers. However, locally hired teachers reported higher role insufficiency and interpersonal strain than expatriate teachers. Some significant differences in coping styles also appeared between these groups. None of the measures used revealed any significant correlations between age and years of service.

  15. Occupational stress, anxiety and depression among Egyptian teachers.

    PubMed

    Desouky, Dalia; Allam, Heba

    2017-09-01

    Occupational stress (OS) among teachers predispose to depression and anxiety. No study was done to assess these problems among Egyptian teachers. This study aimed to assess the prevalence of OS, depression and anxiety among Egyptian teachers. A cross sectional study was done on 568 Egyptian teachers. The respondents filled a questionnaire on personal data, and the Arabic version of the Occupational Stress Index (OSI), the Arabic validated versions of Taylor manifest anxiety scale and the Beck Depression Inventory (BDI) were used to assess OS, anxiety and depression respectively. The prevalence of OS, anxiety and depression among teachers was (100%, 67.5% and 23.2%) respectively. OS, anxiety and depression scores were significantly higher among teachers with an age more than 40years, female teachers, primary school teachers, those with inadequate salary, higher teaching experience, higher qualifications and higher workload. A significant weak positive correlation was found between OS scores and anxiety and depression scores. This study indicated the need for future researches to address risk factors of OS and mental disorders among Egyptian teachers, and the need of periodical medical evaluation of teachers and medical and psychological support for the identified cases. Copyright © 2017. Published by Elsevier Ltd.

  16. A structural model of the dimensions of teacher stress.

    PubMed

    Boyle, G J; Borg, M G; Falzon, J M; Baglioni, A J

    1995-03-01

    A comprehensive survey of teacher stress, job satisfaction and career commitment among 710 full-time primary school teachers was undertaken by Borg, Riding & Falzon (1991) in the Mediterranean islands of Malta and Gozo. A principal components analysis of a 20-item sources of teacher stress inventory had suggested four distinct dimensions which were labelled: Pupil Misbehaviour, Time/Resource Difficulties, Professional Recognition Needs, and Poor Relationships, respectively. To check on the validity of the Borg et al. factor solution, the group of 710 teachers was randomly split into two separate samples. Exploratory factor analysis was carried out on the data from Sample 1 (N = 335), while Sample 2 (N = 375) provided the cross-validational data for a LISREL confirmatory factor analysis. Results supported the proposed dimensionality of the sources of teacher stress (measurement model), along with evidence of an additional teacher stress factor (Workload). Consequently, structural modelling of the 'causal relationships' between the various latent variables and self-reported stress was undertaken on the combined samples (N = 710). Although both non-recursive and recursive models incorporating Poor Colleague Relations as a mediating variable were tested for their goodness-of-fit, a simple regression model provided the most parsimonious fit to the empirical data, wherein Workload and Student Misbehaviour accounted for most of the variance in predicting teaching stress.

  17. Student-Life Stress Inventory.

    ERIC Educational Resources Information Center

    Gadzella, Bernadette M.; And Others

    The reliability of the Student-Life Stress Inventory of B. M. Gadzella (1991) was studied. The inventory consists of 51 items listed in 9 sections indicating different types of stressors (frustrations, conflicts, pressures, changes, and self-imposed stressors) and reactions to the stressors (physiological, emotional, behavioral, and cognitive) as…

  18. [A study on the resources coping with occupational stress in teachers].

    PubMed

    Wang, Z; Lan, Y; Wang, M

    2001-11-01

    To explore the status of the resources coping with occupational stress in teachers. Occupational stress inventory revised edition (OSI-R) was used to measure their occupational stress, strain and psychological coping resources for 1,460 teachers in primary and secondary schools and 319 non-teacher intellectuals. Analyses were focused on coping resources of teachers. The higher the level of coping resource of teachers, the lower the personal strain in them, with an inverse correlationship. Coping resource in the teacher group was significantly higher than that in the non-teacher group, with scores of (130.4 +/- 18.2) and (126.9 +/- 19.1), respectively. Coping resource in teachers decreased with the increase of age, with the scores from (134.1 +/- 18.1) in the group aged less than 30 to (128.5 +/- 17.5) in the group aged 50. Coping resource in the female teachers was significantly higher than that in the male teachers, with scores of (131.4 +/- 18.3) and (129.4 +/- 18.1), respectively. Coping resource in the primary school teachers was significantly higher than that in the secondary school teachers, with scores of (132.7 +/- 18.1) and (128.5 +/- 18.1), respectively. It is important to enhance teacher's coping resource, especially for the male teachers in the secondary schools, for improving their teaching efficiency.

  19. A brief cognitive-behavioral stress management program for secondary school teachers.

    PubMed

    Leung, Sharron S K; Chiang, Vico C L; Chui, Y Y; Mak, Y W; Wong, Daniel F K

    2011-01-01

    This study aimed to assess the efficacy of a brief cognitive-behavioral program that was designed to reduce the work-related stress levels of secondary school teachers. A quasi-experimental design was used to compare the intervention groups with the wait-list control groups. Seventy teachers from the intervention groups and 54 from the control groups completed a set of validated scales at the baseline and 3-4 wk later. The scales included the Depression Anxiety Stress Scale, the Dysfunctional Attitude Scale-Form A, the Health-Promoting Lifestyle Profile II, and the Occupational Stress Inventory Revised Edition. After controlling for the baseline measures, the intervention groups had significantly lower role stress, personal strain and overall work-related stress 3-4 wk after the baseline measurements. The intervention groups also had significantly higher stress management behaviors, and less general stress and dysfunctional thoughts than the control groups (all p≤0.05). The levels of dysfunctional thoughts and stress management behaviors significantly predicted general stress after intervention and personal resource deficits. The level of dysfunctional thoughts also predicted the personal strain of work-related stresses (all p<0.05). The brief program reported in this study was efficacious in reducing the work-related stress of secondary teachers. Teachers experienced less work-related stress after the program, and they reported reduced dysfunctional thoughts and enhanced stress management behaviors. This program may be considered as an initial strategy for teachers to develop skills to cope with their work-related stress in the short term and could be incorporated with other strategies to achieve longer-term effects.

  20. The Utility of the Metacognitive Awareness Inventory for Teachers among In-Service Teachers

    ERIC Educational Resources Information Center

    Kallio, Heli; Virta, Kalle; Kallio, Manne; Virta, Arja; Hjardemaal, Finn Rudolf; Sandven, Jostein

    2017-01-01

    The purpose of the present study is to explore the utility of the compressed version of the Metacognitive Awareness Inventory for Teachers (MAIT-18) among in-service teachers. Knowledge of teachers' awareness of metacognition is required to support students' self-regulation, with the aim of establishing modern learning methods and life-long…

  1. The Relationship between Personality, Sense of Efficacy, and Stress in Korean Teachers

    PubMed Central

    Park, Subin; Song, Yul-Mai; Ko, Guy-Nueo; Jhung, Kyungun; Ha, Kyooseob; Lee, Young-Ryeol

    2016-01-01

    Several studies have linked teachers' personality characteristics and sense of efficacy to stress. However, investigating the relationship between these three constructs in this context was limited. This study aims to investigate the relationship between personality, sense of efficacy and perceived stress among Korean teachers. A total of 137 teachers working in elementary, middle, and high schools located in Seoul, South Korea were recruited for the study. The participants were administered Temperament and Character Inventory, Teacher's Sense of Efficacy Scale (TSES), and Perceived Stress Scale. The TSES was negatively correlated with harm avoidance and positively correlated with persistence, self-directedness, cooperativeness, and self-transcendence. Perceived stress was positively correlated with harm avoidance and negatively correlated with persistence and self-directedness. The path analysis showed that harm avoidance directly predicted perceived stress (β=0.37, 95% CI=0.21–0.53, p=0.002), and self-directedness and persistence predicted one's sense of efficacy (β=0.18, 95% CI=0.01–0.39 and β=0.31, 95% CI=0.10–0.47), which predicted perceived stress (β=-0.21, 95% CI=-0.39 to -0.02). The results of the present study indicate that harm avoidance might be associated with stress-proneness, while persistence, self-directedness, and sense of efficacy might act as protective resources against stress in Korean teachers. PMID:27757136

  2. The Relationship between Personality, Sense of Efficacy, and Stress in Korean Teachers.

    PubMed

    Park, Subin; Song, Yul-Mai; Ko, Guy-Nueo; Jhung, Kyungun; Ha, Kyooseob; Lee, Young-Ryeol; Kim, Yeni

    2016-09-01

    Several studies have linked teachers' personality characteristics and sense of efficacy to stress. However, investigating the relationship between these three constructs in this context was limited. This study aims to investigate the relationship between personality, sense of efficacy and perceived stress among Korean teachers. A total of 137 teachers working in elementary, middle, and high schools located in Seoul, South Korea were recruited for the study. The participants were administered Temperament and Character Inventory, Teacher's Sense of Efficacy Scale (TSES), and Perceived Stress Scale. The TSES was negatively correlated with harm avoidance and positively correlated with persistence, self-directedness, cooperativeness, and self-transcendence. Perceived stress was positively correlated with harm avoidance and negatively correlated with persistence and self-directedness. The path analysis showed that harm avoidance directly predicted perceived stress (β=0.37, 95% CI=0.21-0.53, p=0.002), and self-directedness and persistence predicted one's sense of efficacy (β=0.18, 95% CI=0.01-0.39 and β=0.31, 95% CI=0.10-0.47), which predicted perceived stress (β=-0.21, 95% CI=-0.39 to -0.02). The results of the present study indicate that harm avoidance might be associated with stress-proneness, while persistence, self-directedness, and sense of efficacy might act as protective resources against stress in Korean teachers.

  3. Relationship between quality of life and occupational stress among teachers.

    PubMed

    Yang, X; Ge, C; Hu, B; Chi, T; Wang, L

    2009-11-01

    With major changes in the education system and limited resources supplied by the Government, Chinese teachers have been suffering from greater occupational stress in recent years, which is believed to affect their physical and mental health. The aim of this study was to explore the relationship between quality of life and occupational stress in primary and middle school teachers. Originals. A cross-sectional study was conducted using cluster sampling. The study population was composed of 3570 school teachers working in 64 primary and middle schools in Heping District in Shenyang, China. A demographic questionnaire, the 36-item Short-Form Health Survey (SF-36) and the Occupational Stress Inventory Revised Edition were employed to collect demographic variables and assess quality of life and occupational stress. Multivariate stepwise linear regression analyses were performed to study the relationship between quality of life and occupational stress. The mean scores for both male and female teachers in this study were significantly lower than those for the Chinese general population for all dimensions of quality of life, except mental health and vitality (P<0.05). Male teachers scored significantly higher than female teachers for physical functioning, bodily pain, vitality and physical health (P<0.05). Age, role overload, role insufficiency, vocational strain, psychological strain, physical strain, recreation and rational coping were significantly associated with both the physical and mental component summaries of the SF-36 (P<0.05). Gender, physical environment and self-care appeared to be robust indicators of physical health (P<0.05), while role insufficiency, interpersonal strain and social support were strong indicators of mental health (P<0.05). In China, teachers have a lower health status than the general population. The quality of life of female teachers is worse than that of male teachers, and deteriorates with age. Occupational stress and strain induce

  4. [A study of relationship between occupational stress and diseases in secondary school teachers].

    PubMed

    Zhang, Yang; Zhu, Tao; Tang, Liu; Li, Jian; Lan, Yajia

    2015-10-01

    To analyze the relationship between occupational stress and diseases in secondary school teachers in a city of Sichuan Province, and to provide a basis for the evaluation of the long-term effects of occupational stress in teachers. With secondary school teachers as the target population, the stratified cluster sampling was adopted to conduct three studies among 780, 119, and 689 secondary school teachers in a city of Sichuan Province in 1999, 2005, and 2009, respectively. The Occupational Stress Inventory-Revised Edition (OSI-R) and working ability index (WAI) were used to investigate occupational stress and diseases in secondary school teachers. The variation of occupational stress in secondary school teachers was compared between different periods and the relationship between the intensity of stress and diseases was evaluated, on the basis of which the variation of the relationship over time was analyzed. There were significant differences in occupational stress in secondary school teachers between different periods (P<0.05). The incidence rates of medium and high physiological stress and psychological stress were significantly higher in 2009 than in 1999 (P<0.05). Compared with the year of 1999, the intensity of occupational stress in 2009 changed with cardiovascular, respiratory, and mental diseases. The incidence of abnormal psychological stress was a risk factor for all chronic, respiratory, and mental diseases (OR: 1.88, 2.25, and 5.91). The time dependence of odds ratio was only found in the risk of respiratory diseases: occupational stress resulted in a significant increase in the risk of respiratory diseases over time (P<0.05). Physiological stress was a risk factor for mental diseases (OR=2.31). The intensity of occupational stress in secondary school teachers changes over time. Occupational stress elevates the risks of certain diseases and has a time-dependent effect on the risk of respiratory diseases. Occupational stress in secondary school teachers

  5. The Mentoring Profile Inventory: An Online Professional Development Resource for Cooperating Teachers

    ERIC Educational Resources Information Center

    Clarke, Anthony; Collins, John; Triggs, Valerie; Nielsen, Wendy; Augustine, Ann; Coulter, Dianne; Cunningham, Joni; Grigoriadis, Tina; Hardman, Stephanie; Hunter, Lee; Kinegal, Jane; Li, Bianca; Mah, Jeff; Mastin, Karen; Partridge, David; Pawer, Leonard; Rasoda,Sandy; Salbuvik, Kathleen; Ward, Mitch; White, Janet; Weil, Frederick

    2012-01-01

    We report on the origins, development and refinement of an online inventory to help cooperating teachers focus on selected dimensions of their practice. The Mentoring Profile Inventory (MPI) helps quantify important features of both the motivating and challenging aspects of mentoring student teachers and provides results to respondents in a…

  6. Teacher Wellness: Too Stressed for Stress Management?

    ERIC Educational Resources Information Center

    Kipps-Vaughan, Debi; Ponsart, Tyler; Gilligan, Tammy

    2012-01-01

    Healthier, happier teachers promote healthier, happier, and more effective learning environments. Yet, many teachers experience considerable stress. Studies have found that between one fifth and one fourth of teachers frequently experience a great deal of stress (Kyriacou, 1998). Stress in teaching appears to be universal across nations and…

  7. Development and Analyses of the Coping Stress Inventory

    ERIC Educational Resources Information Center

    Gadzella, Bernadette M.; Pierce, Devin; Young, Adena

    2008-01-01

    This is a report on the development of a coping stress inventory and the analyses of the data collected from 344 participants. The Coping Stress Inventory, CSI, with 16 items intercorrelated in the categories (Behavioral, Emotional, and Cognitive Appraisal). The internal consistency for the CSI was 0.77. Responses to the CSI were compared (a)…

  8. [Compare the occupational stress and work ability among the police-officers, doctors and teachers].

    PubMed

    Yang, Xin-wei; Wang, Zhi-ming; Lan, Ya-jia; Wang, Mian-zhen

    2004-03-01

    To compare the occupational stress and work ability in doctors, police-officers and teachers. Changes in occupational stress work ability were measured with revised occupational stress inventory (OSI-R) and work ability index (WAI) for 288 doctors, 191 police-officers and 343 teachers, and then comparative and correlation analyses were made. 1. The difference in occupational stress and strain between the groups was statistically significant (P < 0.01), and the score of the police-officers was higher than that of the doctors and teachers (P < 0.05), but the personal resources of police-officers were lower than those of the doctors and teachers (P < 0.05). 2. Analysis of the 6 items of occupational role questionnaire revealed that the scores of role ambiguity, role boundary and responsibility were obviously higher in police-officers than in doctors and teachers, while the scores of role overload and physical environment were higher in teachers (P < 0.05). 3. Analysis of all items of personal strain revealed that the scores of vocational strain, psychological strain, physical strain, but not of interpersonal starin, were significantly higher in police-officers than in doctors and teachers (P < 0.05). 4. As to the personal resource, the results indicated that recreation and self-care of doctors and teachers were superior to those of police-officers. The score of social support was highest in doctors. The score of rational conduct was highest in teachers (P < 0.05). 5. Occupational role and personal strain were positively correlated, and both were correlated negatively to the personal resources (P < 0.01). The correlations of work ability, occupational stress and strain, and personal resources were significant in teachers (P < 0.01). For polices-officers, doctors and teachers, different yet relevant measures should be taken to reduce the occupational stress so as to improve their work ability.

  9. A Developmental Inventory of Sources of Stress.

    ERIC Educational Resources Information Center

    Higbee, Jeanne L.; Dwinell, Patricia L.

    The Developmental Inventory of Sources of Stress (DISS) is an instructional tool designed to assist counselors, advisors, and faculty in reducing stress among college students (specifically, high risk college freshmen, although it can be utilized effectively with any college student population). The instrument focuses on sources of stress over…

  10. Occupational Stress among Teachers.

    ERIC Educational Resources Information Center

    Albertson, Larry M.; Kagan, Dona M.

    1987-01-01

    Two studies were conducted to investigate the degree to which occupational stress among teachers could be attributed to personal characteristics of the individuals themselves. The first study developed dispositional stress scales. The second examined correlations between these scales, occupational stress scales, and teachers' attitudes toward…

  11. Confirmatory Factor Analysis of Achieving the Beginning Teacher Standards Inventory

    ERIC Educational Resources Information Center

    Chen, Weiyun

    2009-01-01

    The purpose of this study was to examine the factorial validity and reliability of the "Achieving the NASPE Standards Inventory (ANSI)" that assesses pre-service physical education teachers' perceptions of achieving the National Association for Sport and Physical Education (NASPE) beginning teacher standards (2003). Four hundred fifty-two…

  12. Teacher Stress and Guidance Work in Hong Kong Secondary School Teachers.

    ERIC Educational Resources Information Center

    Hui, Eadaoin, K. P.; Chan, David W.

    1996-01-01

    Sources of stress in Hong Kong teachers were investigated, with specific reference to guidance work as a potential source of stress. A survey of 415 secondary school teachers revealed guidance-related aspects of work constituted a major dimension of stress, with guidance teachers, female teachers, younger teachers and junior teachers perceiving…

  13. Teacher Characteristics and Stress.

    ERIC Educational Resources Information Center

    Harris, Karen R.; And Others

    1985-01-01

    This study investigated the relationships among pupil control orientation, five factors of teacher stress, sex, and age of 130 full-time teachers. Results indicated an authoritarian orientation was significantly related to higher scores on four of the five stress factors and age was significantly related to two stress factors. (Author/MT)

  14. Help Teachers Feel Less Stressed

    ERIC Educational Resources Information Center

    Richards, Jan

    2011-01-01

    The author's concern for how teachers nationwide are coping with unrelenting levels of stress is the topic of current research. A national sample of 1,200 teachers was asked to complete a survey addressing three areas: the sources of teacher stress; the manifestations of stress; and coping strategies they found most successful. Knowing the areas…

  15. Evaluation of the Teacher-Student Relationship Inventory in American High School Students

    ERIC Educational Resources Information Center

    Suldo, Shannon M.; McMahan, Melanie M.; Chappel, Ashley M.; Bateman, Lisa P.

    2014-01-01

    This study provided an independent examination of the Teacher Student Relationship Inventory (TSRI), a teacher report measure developed in Singapore. A total of 500 American high school students were rated by 84 teachers. Exploratory factor analysis supported the existence of three factors representing instrumental help, satisfaction, and…

  16. Development and Psychometric Evaluation of the Independent School Teacher Development Inventory

    ERIC Educational Resources Information Center

    Murray, John M.

    2012-01-01

    In this study the author examined the psychometrics of an instrument, the Independent School Teacher Development Inventory, designed to assess the professional learning opportunities in U.S. independent schools. The inventory was sent to 3,422 independent school administrators and of these, 2,474 returned completed surveys. Exploratory factor…

  17. Teacher Stress and Self-Concept.

    ERIC Educational Resources Information Center

    Wallace, Gaylen R.; Kass, Sandra E.

    This study was designed to determine if: (1) the amount of stress differs between regular and special education elementary teachers, and (2) self-concept acts to moderate the stress scores between the two groups. Subjects included 75 teachers in regular classrooms and 62 teachers in special education classrooms. The teachers responded to personal…

  18. Relationship between occupational stress and burnout among Chinese teachers: a cross-sectional survey in Liaoning, China.

    PubMed

    Wang, Yang; Ramos, Aaron; Wu, Hui; Liu, Li; Yang, Xiaoshi; Wang, Jiana; Wang, Lie

    2015-07-01

    Teaching has been reported to be one of the most stressful occupations in the world. Few studies have been conducted to explore the effects of occupational stress on burnout among teachers in developing countries. This study aimed to explore the relationship between occupational stress and burnout among teachers in primary and secondary schools in the Liaoning Province of China. A questionnaire that assessed occupational stress comprised of Karasek's job content questionnaire (JCQ), Siegrist's effort-reward imbalance questionnaire (ERI), and burnout assessed by the Maslach Burnout Inventory-General Survey was distributed to 681 teachers in primary and secondary schools. A total of 559 effective respondents became our final study subjects. Hierarchical linear regression and logistic regression analyses were performed through the use of SPSS 17.0 to explore the association between occupational stress and burnout. A high level of emotional exhaustion was significantly associated with high extrinsic effort, high overcommitment, low skill discretion, and high job demand. A high level of cynicism was associated with low reward, low skill discretion, high overcommitment, and low supervisor support. The low level of professional efficacy was associated with low coworker support, low reward, low skill discretion, and high job demand. Compared to the JCQ, the ERI was more likely to explain the burnout of teachers in our study. Occupational stress proved to be associated with dimensions of burnout among Chinese teachers. It is important for administrators of primary and middle schools to note that strategies to decrease teachers' occupational stress seem to be crucial to enhance physical and mental health of teachers in China.

  19. Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students.

    PubMed

    Oberle, Eva; Schonert-Reichl, Kimberly A

    2016-06-01

    The purpose of this study was to explore the link between classroom teachers' burnout levels and students' physiological stress response. Drawing from a stress-contagion framework, we expected higher levels of teacher burnout to be related to elevated cortisol levels in elementary school students (N = 406, 50% female, Mean age = 11.26, SD = .89). Classroom teacher burnout was assessed with the Maslach Burnout Inventory modified for teachers. Salivary cortisol was collected as an indicator of students' hypothalamic-pituitary-adrenal (HPA) functioning. We collected salivary cortisol in children at 9 a.m., 11:30 a.m., and 2 p.m. in the classroom setting. Using Multilevel Modeling, we found that children's morning cortisol levels significantly varied between classrooms (10% variability). Higher levels of classroom teacher burnout significantly predicted the variability in morning cortisol. Teacher burnout reduced the unexplained variability in cortisol at the classroom level to 4.6%. This is the first study to show that teachers' occupational stress is linked to students' physiological stress regulation. We discuss the present findings in the context of potential stress contagion in the classroom, considering empirical and practical relevance. Copyright © 2016 Elsevier Ltd. All rights reserved.

  20. A Comparison Study: Assessing Teachers' Conceptions with the Chemistry Concepts Inventory

    ERIC Educational Resources Information Center

    Kruse, Rebecca A.; Roehrig, Gillian H.

    2005-01-01

    The conceptions of chemistry teachers with diverse backgrounds within a large urban district are assessed. The Chemistry Concepts Inventory (CCI) and Mulford and Robinson's research study were utilized for reference and conceptual factors contributing to teachers' conceptions such as degree major and credential status were analyzed from data…

  1. [Psycho-social sources of stress and burnout in schools: research on a sample of Italian teachers].

    PubMed

    Pedditzi, Maria Luisa; Nonnis, M

    2014-01-01

    Numerous studies show the existence of stress and burnout among teachers. The psycho-social sources of stress and burnout in teachers cover many aspects, often of conflictual nature, affecting the relationship with the school organization, colleagues, parents, students, and many other variables. This study aimed at exploring the incidence of burnout among teachers in primary and secondary schools and to describing the characteristics of burnout taking into account the educational level, the location of the school and the teacher's length of service. Another objective of this study was to identify, among the principal sources of teachers' job stress, those sources that are more able to predict the occurrence of burnout. Among these predictors of stress we considered the personal image of the teacher with respect to the work-family interface and the gap between professional and social status. 882 teachers from the cities of Rome, Bari, Cagliari and Sassari completed the Maslach burnout Inventory (MBI), and an adaptation to the school environment of the OSI (Organizational Stress Indicator, Cooper, Sloan & Williams). The data were analyzed using multiple linear regression and analysis of the multivariate variance. 29.9% of the teachers surveyed presented high levels of emotional exhaustion, 33.8% had the highest scores of depersonalization; 28.3% had a low level of professional achievement; 8.2% of the teachers were in burnout. Interpersonal conflict and personal image were included among the predictors of emotional exhaustion and depersonalization. The study highlights the existence of burnout among teachers and the need for prevention, particularly against depersonalization, that affects the quality of both the teacher-student relationship and the teaching-learning process.

  2. A Model of Teacher Stress

    ERIC Educational Resources Information Center

    Kyriacou, Chris; Sutcliffe, John

    1978-01-01

    A definition and model of teacher stress is presented which conceptualizes teacher stress as a response syndrome (anger or depression) mediated by (1) an appraisal of threat to the teacher's self-esteem or well-being and (2) coping mechanisms activated to reduce the perceived threat. (Author)

  3. Work stress, poor recovery and burnout in teachers.

    PubMed

    Gluschkoff, K; Elovainio, M; Kinnunen, U; Mullola, S; Hintsanen, M; Keltikangas-Järvinen, L; Hintsa, T

    2016-10-01

    Both work stress and poor recovery have been shown to contribute to the development of burnout. However, the role of recovery as a mediating mechanism that links work stress to burnout has not been sufficiently addressed in research. To examine recovery as a mediator in the relationship between work stress and burnout among teachers. A cross-sectional study of Finnish primary school teachers, in whom burnout was measured with the Maslach Burnout Inventory-General Survey and work stress was conceptualized using the effort-reward imbalance (ERI) model. Recovery was measured with the Recovery Experience Questionnaire and the Jenkins Sleep Problems Scale. Multiple linear regression analyses and bootstrap mediation analyses adjusted for age, gender and total working hours were performed. Among the 76 study subjects, high ERI was associated with burnout and its dimensions of exhaustion, cynicism and reduced professional efficacy. Poor recovery experiences, in terms of low relaxation during leisure time, partially mediated the relationship between ERI and reduced professional efficacy. Sleep problems, in the form of non-restorative sleep, partially mediated the relationship between ERI and both burnout and exhaustion. Supporting a balance between effort and reward at work may enhance leisure time recovery and improve sleep quality, as well as help to reduce burnout rates. © The Author 2016. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  4. Parental Stress and Coping Inventory

    ERIC Educational Resources Information Center

    Daire, Andrew P.; Gonzalez, Jennifer E.; O'Hare, Vanessa N.

    2017-01-01

    The Parental Stress and Coping Inventory was developed for mental health professionals serving low-income and low-resource parents. A sample of 1,567 parents completed a revised Family Adjustment Measure for the exploratory and confirmatory factor analyses conducted in this study. Findings resulted in three scales that explained 53% of the…

  5. Measuring stress in medical education: validation of the Korean version of the higher education stress inventory with medical students.

    PubMed

    Shim, Eun-Jung; Jeon, Hong Jin; Kim, Hana; Lee, Kwang-Min; Jung, Dooyoung; Noh, Hae-Lim; Roh, Myoung-Sun; Hahm, Bong-Jin

    2016-11-24

    Medical students face a variety of stressors associated with their education; if not promptly identified and adequately dealt with, it may bring about several negative consequences in terms of mental health and academic performance. This study examined psychometric properties of the Korean version of the Higher Education Stress Inventory (K-HESI). The reliability and validity of the K-HESI were examined in a large scale multi-site survey involving 7110 medical students. The K-HESI, Beck Depression Inventory (BDI) and questions regarding quality of life (QOL) and self-rated physical health (SPH) were administered. Exploratory factor analysis of the K-HESI identified seven factors: Low commitment; financial concerns; teacher-student relationship; worries about future profession; non-supportive climate; workload; and dissatisfaction with education. A subsequent confirmatory factor analysis supported the 7-factor model. Internal consistency of the K-HESI was satisfactory (Cronbach's α = .78). Convergent validity was demonstrated by its positive association with the BDI. Known group validity was supported by the K-HESI's ability to detect significant differences on the overall and subscale scores of K-HESI according to different levels of QOL and SPH. The K-HESI is a psychometrically valid tool that comprehensively assesses various relevant stressors related to medical education. Evidence-based stress management in medical education empirically guided by the regular assessment of stress using reliable and valid measure is warranted.

  6. Organisational interventions for improving wellbeing and reducing work-related stress in teachers.

    PubMed

    Naghieh, Ali; Montgomery, Paul; Bonell, Christopher P; Thompson, Marc; Aber, J Lawrence

    2015-04-08

    The teaching profession is an occupation with a high prevalence of work-related stress. This may lead to sustained physical and mental health problems in teachers. It can also negatively affect the health, wellbeing and educational attainment of children, and impose a financial burden on the public budget in terms of teacher turnover and sickness absence. Most evaluated interventions for the wellbeing of teachers are directed at the individual level, and so do not tackle the causes of stress in the workplace. Organisational-level interventions are a potential avenue in this regard. To evaluate the effectiveness of organisational interventions for improving wellbeing and reducing work-related stress in teachers. We searched the Cochrane Central Register of Controlled Trials (CENTRAL), MEDLINE, EMBASE, PsycINFO, ASSIA, AEI, BEI, BiblioMap, DARE, DER, ERIC, IBSS, SSCI, Sociological Abstracts, a number of specialist occupational health databases, and a number of trial registers and grey literature sources from the inception of each database until January 2015. Randomised controlled trials (RCTs), cluster-RCTs, and controlled before-and-after studies of organisational-level interventions for the wellbeing of teachers. We used standard methodological procedures expected by Cochrane. Four studies met the inclusion criteria. They were three cluster-randomised controlled trials and one with a stepped-wedge design.Changing task characteristicsOne study with 961 teachers in eight schools compared a task-based organisational change intervention along with stress management training to no intervention. It found a small reduction at 12 months in 10 out of 14 of the subscales in the Occupational Stress Inventory, with a mean difference (MD) varying from -3.84 to 0.13, and a small increase in the Work Ability Index (MD 2.27; 95% confidence interval (CI) 1.64 to 2.90; 708 participants, low-quality evidence).Changing organisational characteristicsTwo studies compared teacher

  7. Teacher Stress: Issues and Intervention.

    ERIC Educational Resources Information Center

    Jenkins, Susan; Calhoun, James F.

    1991-01-01

    Examined methods of assisting public school teachers with managing stress by assigning 124 female teachers to either individualized training method or global approach training method. Individual training participants did significantly increase time spent on managing stress. Results also provided data on types of stress experienced, sources of…

  8. Urban Teacher Stress: A Critical Literature Review.

    ERIC Educational Resources Information Center

    Goodman, Victor Brian

    This review of literature on stress among teachers in urban schools examines the stress concept as it is defined in medicine, psychology, and teaching; causes of teacher stress; the nature of the stress response in teachers; ways of coping with stress and the effects of various stress reduction techniques; economic and educational costs of teacher…

  9. Multilevel Confirmatory Factor Analysis of the Teacher My Class Inventory-Short Form

    ERIC Educational Resources Information Center

    Villares, Elizabeth; Mariani, Melissa; Sink, Christopher A.; Colvin, Kimberly

    2016-01-01

    Researchers analyzed data from elementary teachers (N = 233) to further establish the psychometric soundness of the Teacher My Class Inventory-Short Form. Supporting previous psychometric research, confirmatory factor analyses findings supported the factorial validity of the hypothesized five-factor solution. Internal reliability estimates were…

  10. [Stress and burnout among Tunisian teachers].

    PubMed

    Chennoufi, L; Ellouze, F; Cherif, W; Mersni, M; M'rad, M F

    2012-12-01

    Burnout, or professional exhaustion syndrome, is defined as a state of emotional, mental and physical exhaustion caused by excessive and prolonged stress at work. Despite the fact that it is not a recognized disorder in the DSM-IV, burnout has been widely described among medical and paramedical staff. In Tunisia, all the studies about this syndrome have only considered populations of doctors. However, professional exhaustion syndrome is not only limited to the medical sector, but can also be seen in any profession involving a relation of help. Thus, the teaching profession seems to be concerned with this syndrome. In fact, in our clinical practice, we are increasingly confronted with teachers' suffering. The latter face increasing difficulties in their work and moreover some of them can no longer resist and thus become vulnerable to the professional exhaustion syndrome. The aim of this study was to evaluate burnout among a population of Tunisian teachers and to examine the professional stressors associated with teachers' burnout. Our study was a transversal study conducted over five months (from October 2009 to February 2010) and it concerned teachers working in the public high schools of Manouba (Tunisia). The participants completed a self-questionnaire dealing with professional stressors. Five types of professional stressors were identified in the literature: bad working conditions, work overload, administrative difficulties, organizational factors and difficulties with pupils and their relatives. They were also explored by the scale of the burnout: the Maslach Burnout Inventory (MBI), which is the best-studied measurement of burnout in the literature. We used the French version of the MBI adapted to educational settings. It is a scale composed of 22 items and three dimensions: emotional exhaustion (nine items), dehumanization (five items) and reduced personal accomplishment (eight items). In our study, we considered a teacher was suffering from burnout when at

  11. Informal Reading Inventories: Creating Teacher-Designed Literature-Based Assessments

    ERIC Educational Resources Information Center

    Provost, Mary C.; Lambert, Monica A.; Babkie, Andrea M.

    2010-01-01

    Mandates emphasizing student achievement have increased the importance of appropriate assessment techniques for students in general and special education classrooms. Informal reading inventories (IRIs), designed by classroom teachers, have been proven to be an efficient and effective way to determine students' strengths, weaknesses, and strategies…

  12. Supporting and Retaining Beginning Teachers: A Validity Study of the Perceptions of Success Inventory for Beginning Teachers

    ERIC Educational Resources Information Center

    Corbell, Kristen A.; Osborne, Jason; Reiman, Alan J.

    2010-01-01

    In the United States, 50% of beginning teachers leave the classroom in their first 5 years of teaching (Ingersoll & Smith, 2004). This study evaluated the psychometric properties of the Perceptions of Success Inventory for Beginning Teachers (PSI-BT), an instrument that can be used to make informed decisions for improving induction programs…

  13. Psychophysiological stress in high school teachers.

    PubMed

    Ritvanen, Tiina; Louhevaara, Veikko; Helin, Pertri; Halonen, Toivo; Hänninen, Osmo

    2003-01-01

    The aim of this study was to follow psychophysiological stress over a year with four repeated measurements in full-time employed high school teachers and to compare their results with those obtained in the part-time retired teachers, gardeners and rescue workers. The subjects consisted of 17 (10 females, 7 males) full-time and 9 part-time employed teachers (7 females and 2 males) in three high schools, 12 female gardeners and 13 male rescue workers. The data on job conditions, well-being, and psychosomatic symptoms were obtained by a questionnaire. The perceived stress was recorded using a visual analogue scale. The neuroendocrine reactivity was assessed by determining the diurnal urine excretion of epinephrine and norepinephrine. Electromyography of the trapezius muscle was recorded during working days in all subjects and in full-time teachers on one day in the holiday season. Blood pressure and heart rate were measured in the morning and in the afternoon. Psychophysiological stress in the full-time employed teachers was at similar levels on all three working days in December, March and November. Recovery from psychophysiological stress of working period was observed on summer holidays. Blood pressure, static muscle tension, perceived strain, psychosomatic symptoms and epinephrine level decreased significantly during the summer holidays as compared to the working days. The full-time employed teachers reported more perceived stress and psychosomatic symptoms than the part-time retired teachers or gardeners and rescue workers. Also static muscle activity was higher in full-time teachers than in rescue workers on the working days. More emphasis should be given to prevent psychophysiolocigal stress among teachers as well as to develop stress coping methods, and part-time working systems to facilitate work ability of aging teachers.

  14. The Perceptions of Success Inventory for Beginning Teachers: Measuring Its Psychometric Properties

    ERIC Educational Resources Information Center

    Corbell, Kristen A.; Reiman, Alan J.; Nietfeld, John L.

    2008-01-01

    This study investigated the construction and evaluation of an instrument called the Perceptions of Success Inventory for Beginning Teachers (PSI-BT) intended to measure factors documented in research that contribute to beginning teachers' perceptions of success. The PSI-BT was found to assess the following factors using exploratory factor…

  15. Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms.

    PubMed

    Friedman-Krauss, Allison H; Raver, C Cybele; Neuspiel, Juliana M; Kinsel, John

    2014-01-01

    The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers' perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Many early childhood teachers do not receive sufficient training for handling children's challenging behaviors. Child behavior problems increase a teacher's workload and consequently may contribute to feelings of stress. However, teachers' executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children's school readiness skills and teachers' health.

  16. Reading Teacher Burnout and Stress.

    ERIC Educational Resources Information Center

    Hollingsworth, Paul M.

    1990-01-01

    Considers causes for stress and burnout in the reading teacher's profession. Suggests ways for reading teachers to reduce stress. Identifies two categories of problems: (1) work overload, excessive paperwork, and repetitive tasks; and (2) isolation from other teaching which leads to loneliness. (KEH)

  17. The Developmental Inventory of Sources of Stress (DISS).

    ERIC Educational Resources Information Center

    Higbee, Jeanne L.; Dwinell, Patricia L.

    1992-01-01

    Describes the Developmental Inventory of Sources of Stress, an instructional tool to assist counselors, advisors, and faculty working with high-risk first-year students. The DISS helps students understand the sources of stress they can control. Describes the DISS's Time Management, Physical Lifestyle, Chemical Stressors, Academic and Interactive…

  18. Social Studies Teacher Self-Diagnosis Inventory. A Self-Investigation Designed to Establish Priorities for Change within Social Studies Education.

    ERIC Educational Resources Information Center

    Knox, Gary A.

    This self-diagnosis inventory for social studies teachers is intended to help teachers analyze and evaluate their social studies programs and practices in terms of recent findings in order that teachers, departments, and schools may better establish explicit priorities for efforts to improve classroom instruction. The inventory is designed to…

  19. [Assessment of stress in childhood: Children's Daily Stress Inventory (Inventario Infantil de Estresores Cotidiano, IIEC)].

    PubMed

    Trianes Torres, María Victoria; Blanca Mena, María José; Fernández Baena, Francisco J; Escobar Espejo, Milagros; Maldonado Montero, Enrique F; Muñoz Sánchez, Angela María

    2009-11-01

    The present study introduces the Children's Daily Stress Inventory (Inventario Infantil de Estresores Cotidianos, IIEC) as a measure that assesses daily stress in primary school children. The inventory was applied to a sample of 1094 primary school students. The final version includes 25 dichotomic items covering the areas of health, school/peers, and family. The score is obtained by adding the total of positive answers. Analyses of items, reliability and several external pieces of evidence of validity based on relations with other variables are presented. The results show adequate psychometric properties for the assessment of daily stress in children.

  20. The Hispanic Stress Inventory Version 2: Improving the Assessment of Acculturation Stress

    PubMed Central

    Cervantes, Richard C.; Fisher, Dennis G.; Padilla, Amado M.; Napper, Lucy E.

    2015-01-01

    This paper reports on a two-phase study to revise the Hispanic Stress Inventory (HSI) (Cervantes, Padilla, & Salgado de Snyder, 1991). The necessity for a revised stress-assessment instrument was determined by demographic and political shifts affecting Latin American immigrants and later-generation Hispanics in the U.S. in the two decades since the development of the HSI. The data for the revision of the HSI (termed the HSI2) was collected in four sites: Los Angeles, El Paso, Miami, and Boston and included 941 immigrants and 575 US-born Hispanics and a diverse population of Hispanic subgroups. The immigrant version of the HSI2 includes 10 stress subscales, while the US-born version includes 6 stress subscales. Both versions of the HSI2 are shown to possess satisfactory Cronbach alpha reliabilities and demonstrate expert-based content validity, as well as concurrent validity when correlated with subscales of the Brief Symptom Inventory and the Patient Health Questionnaire. The new HSI2 instruments are recommended for use by clinicians and researchers interested in assessing psychosocial stress among diverse Hispanic populations of various ethnic subgroups, age groups, and geographic location. PMID:26348029

  1. Assessment of Workplace Stress: Occupational Stress, Its Consequences, and Common Causes of Teacher Stress.

    ERIC Educational Resources Information Center

    Hansen, Jo-Ida; Sullivan, Brandon A.

    This chapter introduces teachers and other education professionals to the assessment of occupational stress. It begins with a brief discussion of what occupational stress is, and overview of the consequences of prolonged stress, and a review of the common causes of teacher stress. Next, it presents methods for reducing occupational stress through…

  2. Validation of the post-delivery perceived stress inventory.

    PubMed

    Razurel, Chantal; Kaiser, Barbara; Dupuis, Marc; Antonietti, Jean-Philippe; Sellenet, Catherine; Epiney, Manuela

    2014-01-01

    This article presents the post-delivery perceived stress inventory (PDPSI) and its psychometric properties. This inventory is unique in that it links the measurement of perceived stress to events experienced during and after delivery. A total of 235 French-speaking, primiparous mothers completed the PDPSI two days after their delivery. To evaluate the predictive validity of the PDPSI on anxiety and depression, participants also completed the EPDS and the STAI two days and six weeks postpartum. The exploratory analysis revealed a 16-item structure divided into five factors: F1: relationship with the child; F2: delivery; F3: fatigue after delivery; F4: breastfeeding; and F5: relationship with the caregivers. The PDPSI demonstrated good internal consistency. Moreover, confirmatory factor analysis produced excellent indices, indicating that the complexity of the PDPSI was taken into account and its fit to the sample. The discriminant analysis showed that the PDPSI was not sensitive to specific changes in the sample making the inventory generalizable to other populations. Predictive validity showed that the scale significantly predicted depression and anxiety in the early postpartum period as well as anxiety six weeks postpartum. Overall, the PDPSI showed excellent psychometric qualities, making it a useful tool for future research-evaluating interventions related to perceived stress during the postpartum period.

  3. Teacher Stress and Social Support Usage

    ERIC Educational Resources Information Center

    Ferguson, Kristen; Mang, Colin; Frost, Lorraine

    2017-01-01

    In this paper, we explore how the frequency of utilization of social supports is related to teacher demographics, stress factors, job satisfaction, career intent, career commitment, and the perception of a stigma attached to teacher stress. Using data from self-report questionnaires (N = 264) from teachers in northern Ontario, we found that…

  4. Conceptions of Assessment and Teacher Burnout

    ERIC Educational Resources Information Center

    Pishghadam, Reza; Adamson, Bob; Sadafian, Shaghayegh Shayesteh; Kan, Flora L. F.

    2014-01-01

    Teacher burnout is an important phenomenon that affects the education system and society as a whole. Assessment represents a form of stress for teachers, and this study explores the association between teachers' assessment-related beliefs and their burnout level. To this end, the Teachers' Conceptions of Assessment (TCoA) inventory along with the…

  5. [Tool for measuring occupational stress: a nurses' stress inventory].

    PubMed

    Stacciarini, J M; Tróccoli, B T

    2000-12-01

    We present an exploratory study aiming at constructing an inventory to measure occupational stress in nurses ("Inventário de Estresse em Enfermeiros"--IEE). A set of items was initially constructed from previously defined categories based on interviews with nurses and then improved through semantic analysis by referees and a pilot-test with nursing students. A sample of 461 nurses--workers from the public services of the Federal District--who answered the IEE was used in the study. Factorial analysis indicated the presence of a second-order global factor and three first-order factors: Interpersonal Relationships, Stressful Career Roles and Intrinsic Job Factors.

  6. The Fertility Problem Inventory: measuring perceived infertility-related stress.

    PubMed

    Newton, C R; Sherrard, W; Glavac, I

    1999-07-01

    To develop a reliable, valid instrument to evaluate perceived infertility-related stress. Prospective study. University-affiliated teaching hospital. Consecutively referred patients (1,153 women and 1,149 men) seen for infertility treatment. None. Participants' infertility-related stress was assessed by written questionnaire using the Fertility Problem Inventory. Current levels of anxiety, depression, and marital satisfaction also were determined. Women described greater global stress than men and higher specific stress in terms of social concerns, sexual concerns, and need for parenthood. Both men and women facing male infertility reported higher global stress and more social and sexual concerns than men and women experiencing female infertility. Social, sexual, and relationship concerns related to infertility were more effective predictors of depression and marital dissatisfaction than expressed needs for parenthood or attitudes toward child-free living. The Fertility Problem Inventory provides a reliable measure of perceived infertility-related stress and specific information on five separate domains of patient concern. Patterns of infertility-related stress differed depending on gender, fertility history, and infertility diagnosis. Among patients receiving treatment, social, sexual, and relationship concerns appear central to current distress. Counseling interventions that target these domains appear likely to offer maximal therapeutic benefit.

  7. [Sub-health status of middle school teachers and its correlation analysis with occupational stress].

    PubMed

    Chang, W J; Shao, H M; Zhi, X Y; Xu, J; Xie, J

    2017-08-20

    Objective: To study the distribution of sub-health and occupational stress as well as their correlation among middle school teachers in Tianjin, then provide evidences for prevention and control of the status of sub-health. Methods: A total of 3 522 middle school teachers from six districts of Tianjin were recruited with stratified cluster sampling strategy for the investigation of Sub-Health Measurement Scale version 1.0 (SHMS V1.0) and Occupational Stress Inventory-Revised Edition (OSI-R) . Results: Detection rate of sub-health status among Tianjin middle school teachers was 58.55%. Men had significantly lower sub-health detection rate (55.19%) than women (59.71%) . Sub-health detection rate increased with age ( P <0.05) , the sub-health detection rate among middle school teachers more than 50 years old was the highest (66.84%) . The mean score of OSI-R was 403.18±41.80 with the scores of 176.00±21.05, 103.17±17.53, and 124.02±20.28 for ORQ, PSQ, PRQ, respectively, which showed significantly difference compared with the occupational stress norm of China ( P <0.001) . The mean scores of OSI-R, ORQ, PSQ, PRQ in different health status were significantly different ( P <0.001) . The partial correlation analysis between the scores of sub-health and occupational stress of middle school teachers showed that the scores of occupational role and personal strain were negatively correlated with the scores of sub-health state ( P < 0.001) , while, there was significantly positive correlation between the scores of personal resource and the scores of sub-health state ( P <0.001) . Conclusion: Sub-health detection rate of middle school teachers in Tianjin is higher. Effective measures should be taken to appropriately mitigate the occupational stress level of middle school teachers, increase personal resources, and scientific and effective health guidance and education should be strengthened.

  8. Understanding Teacher Stress.

    ERIC Educational Resources Information Center

    Brown, Les; Goodall, Robert

    1980-01-01

    There are many stress-producing factors in the life of a teacher. While discipline seems to be the major problem, social and personal problems also increase the pressure of daily living. Changing negative attitudes and widening limited perspectives will help to combat the inevitable stress of teaching. (JD)

  9. The Hispanic Stress Inventory Version 2: Improving the assessment of acculturation stress.

    PubMed

    Cervantes, Richard C; Fisher, Dennis G; Padilla, Amado M; Napper, Lucy E

    2016-05-01

    This article reports on a 2-phase study to revise the Hispanic Stress Inventory (HSI; Cervantes, Padilla, & Salgado de Snyder, 1991). The necessity for a revised stress-assessment instrument was determined by demographic and political shifts affecting Latin American immigrants and later-generation Hispanics in the United States in the 2 decades since the development of the HSI. The data for the revision of the HSI (termed the HSI2) was collected at 4 sites: Los Angeles, El Paso, Miami, and Boston, and included 941 immigrants and 575 U.S.-born Hispanics and a diverse population of Hispanic subgroups. The immigrant version of the HSI2 includes 10 stress subscales, whereas the U.S.-born version includes 6 stress subscales. Both versions of the HSI2 are shown to possess satisfactory Cronbach's alpha reliabilities and demonstrate expert-based content validity, as well as concurrent validity when correlated with subscales of the Brief Symptom Inventory (Derogatis, 1993) and the Patient Health Questionnaire-9 (Kroenke, Spitzer, & Williams, 2001). The new HSI2 instruments are recommended for use by clinicians and researchers interested in assessing psychosocial stress among diverse Hispanic populations of various ethnic subgroups, age groups, and geographic location. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  10. Early Adolescence and Stress in the School Context: An Examination of the Student Stress Inventory-Stress Manifestations (SSI-SM)

    ERIC Educational Resources Information Center

    Ortuño-Sierra, Javier; Aritio-Solana, Rebeca; Chocarro de Luis, Edurne; Fonseca-Pedrero, Eduardo

    2015-01-01

    Introduction: Stress suffered by adolescents is often neglected. In fact, there are very few measuring instruments that have been translated into Spanish for the assessment of stress manifestations in teenagers. Method: The main purpose of this work was to analyze the psychometric properties of the Student Stress Inventory-Stress Manifestations…

  11. Yoga and Teacher Stress: An Examination of a Workplace-Based Yoga Practice on the Perceived Stress of Elementary School Teachers

    ERIC Educational Resources Information Center

    Hester, Nichole North

    2017-01-01

    Teachers report five identified groupings of work related stressors cause their jobs to be stressful. Teacher stress has negative effects on teachers personally, professionally, and on the students they teach. Research has shown participation in yoga classes may reduce the negative effects of stress in many populations. This mixed methods study…

  12. Music Teacher Stress in the Era of Accountability

    ERIC Educational Resources Information Center

    Shaw, Ryan D.

    2016-01-01

    While there is an established body of literature on teacher stress and on the factors that may make music teaching uniquely stressful, there has been little or no research on how the recent era of accountability influences music teacher stress. In this article, I review the literature on music teacher stress and on how accountability reforms may…

  13. Organizational Stress among Teachers.

    ERIC Educational Resources Information Center

    Triesen, David; Williams, Mary-Jo

    1985-01-01

    This study was designed to determine Canadian teachers' perceptions of work related stress and to assess the degree to which these stressors accounted for overall job stress. Results indicated the factors which most contributed to overall job stress were role overload, relationships with students, work load, and relationships with colleagues.…

  14. Validating the Riverside Acculturation Stress Inventory with Asian Americans

    ERIC Educational Resources Information Center

    Miller, Matthew J.; Kim, Jungeun; Benet-Martinez, Veronica

    2011-01-01

    An emerging body of empirical research highlights the impact of acculturative stress in the lives of culturally diverse populations. Therefore, to facilitate future research in this area, we conducted 3 studies to examine the psychometric properties of the Riverside Acculturation Stress Inventory (RASI; Benet-Martinez & Haritatos, 2005) and its 5…

  15. [Study of the intervention measures for the occupational stress to the teachers in the primary and secondary schools].

    PubMed

    Wu, Si-ying; Wang, Mian-zhen; Li, Jian; Zhang, Xue-feng

    2006-03-01

    To study the status of the occupational stress and the work ability of the teachers in the primary and secondary schools, then take some integrated intervention measures to reduce the occupational stress and improve their work ability, and evaluate the intervening efficacy. The levels of stressor and strain was measured with the occupation stress inventory revised edition (OSI-R) and the work ability was measured with the work ability index (WAI) for the teachers in nine primary and secondary schools in Sichuan Province, then health educations about occupational stress were taken to the teachers in the study group, the same test was carried out after one year for the teachers in the nine schools to evaluate the effect of intervention measures. (1) After intervening, among the six items of occupational role questionnaire, the scores of role overload, role boundary, responsibility and physical environment of the teachers in the study group significantly decreased, compared with the teachers in the control group, the scores of the role overload, role boundary and physical environment were significantly lower (P < 0.05). (2) Among the four items of personal strain questionnaire, only the scores of interpersonal strain of the teachers in the study group significantly decreased (P < 0.05), compared with the teachers in the control group, the scores of the vocational strain and interpersonal strain were significantly lower (P < 0.05). (3) Among the four items of personal resources questionnaire, the scores of the recreation, self-care and rational cognitive coping of the teachers in the study group significantly raised and were significantly higher than those of the teachers in the control group (P < 0.05). (4) The score of WAI of the teachers in the study group significantly raised and was significantly higher than that of the teachers in the control group (P < 0.05). The intervention measures are efficient to reduce the occupational stress of teachers, strengthen their

  16. Stress and the Boarding School Teacher.

    ERIC Educational Resources Information Center

    Cohen, Jane A.

    1982-01-01

    Sources of teacher stress in private boarding schools include the expectations placed on teachers, poor administrative leadership, the physical environment, time pressures, and age differences or similarities with colleagues and students. Coping with stress may involve lowered expectations, better personal health care, consistent supervision,…

  17. Stress, Teaching and Teacher Health

    ERIC Educational Resources Information Center

    Bowers, Tony

    2004-01-01

    Managers in 281 schools of all types in 20 LEAs in England completed a survey about teacher absence and its causes. This paper reports reasons for teachers' long-term absences in those schools, examining the link between age and ability to report for work. Head teachers' views on the impact of school stress on teacher attendance are also explored.…

  18. Teacher Version of the My Class Inventory-Short Form: An Accountability Tool for Elementary School Counselors

    ERIC Educational Resources Information Center

    Sink, Christopher A.; Spencer, Lisa R.

    2007-01-01

    This article reports on a psychometric study examining the validity and reliability of the My Class Inventory-Short Form for Teachers, an accountability measure for elementary school counselors to use as they evaluate aspects of their school counseling programs. As a companion inventory to the student version of the My Class Inventory-Short Form…

  19. Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms

    PubMed Central

    Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John

    2017-01-01

    Research Findings The current article explores the relationship between teachers’ perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers’ executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were collected using Web-based surveys and Web-based direct assessment tasks. Multilevel models revealed that higher levels of teachers’ perceptions of child behavior problems were associated with higher levels of teacher job stress and that higher teacher executive function skills were related to lower job stress. However, findings did not yield evidence for teacher executive functions as a statistical moderator. Practice or Policy Many early childhood teachers do not receive sufficient training for handling children’s challenging behaviors. Child behavior problems increase a teacher’s workload and consequently may contribute to feelings of stress. However, teachers’ executive function abilities may enable them to use effective, cognitive-based behavior management and instructional strategies during interactions with students, which may reduce stress. Providing teachers with training on managing challenging behaviors and enhancing executive functions may reduce their stress and facilitate their use of effective classroom practices, which is important for children’s school readiness skills and teachers’ health. PMID:28596698

  20. Meditation and Teacher Stress

    ERIC Educational Resources Information Center

    Csaszar, Imre Emeric; Buchanan, Teresa

    2015-01-01

    Early childhood teachers can be relaxed and peaceful as they create playful and harmonious classrooms, even if they work in stressful contexts. However, the stressors faced by teachers may lead to negative consequences that can undermine their ability to sustain personal health and positive interactions. In the absence of positive coping…

  1. Vocational Teacher Stress and the Educational System.

    ERIC Educational Resources Information Center

    Adams, Elaine; Heath-Camp, Betty; Camp, William G.

    1999-01-01

    A multiple regression analysis of data from 235 secondary vocational teachers in Virginia found that educational system-related variables explained most teacher stress. The most important explanatory variables were task stress and role overload. (SK)

  2. EFL Teachers' Stress and Job Satisfaction: What Contribution Can Teacher Education Make?

    ERIC Educational Resources Information Center

    Sadeghi, Karim; Sa'adatpourvahid, Morteza

    2016-01-01

    The present study was conducted to find out the level of job satisfaction and stress among Iranian EFL teachers. More precisely, an attempt was made to investigate the main sources of EFL teachers' stress, their level of satisfaction with the job and the relationship between occupational stress and instructors' age, marital status and tenure.…

  3. Background Stress Inventory: Developing a Measure of Understudied Stress.

    PubMed

    Terrill, Alexandra L; Gjerde, Jill M; Garofalo, John P

    2015-10-01

    Background stress is an understudied source of stress that involves both ambient stress and daily hassles upon which new stressors are superimposed. To date, an accurate measure of the background stress construct has not been available. We developed the Background Stress Inventory, a 25-item self-report measure that asks respondents to indicate how distressed they have felt over the past month and the majority of the past year across five domains: financial, occupation, environment, health and social. Seven hundred seventy-two participants completed the paper-and-pencil measure; the sample was randomly split into two separate subsamples for analyses. Exploratory factor analysis suggested five factors corresponding to these domains, and confirmatory factor analysis showed acceptable global fit (X(2)(255) = 456.47, comparative fit index = 0.94, root mean square error of approximation = 0.045). Cronbach's alpha (0.89) indicated good internal reliability. Construct validity analyses showed significant positive relationships with measures of perceived stressfulness (r = 0.62) and daily hassles (0.41), p's < 0.01. Depressive symptoms (0.62) and basal blood pressure (0.21) were both significantly associated with background stress, p's < 0.01. The importance of the proposed measure is reflected in the limited research base on the impact of background stress. Systematic investigation of this measure will provide insight into this understudied form of chronic stress and its potential influence on both psychological and physical endpoints. Copyright © 2013 John Wiley & Sons, Ltd.

  4. Stroking Stressed-Out Teachers

    ERIC Educational Resources Information Center

    Black, Susan

    2004-01-01

    Stress seems to be a way of life for teachers. Many teachers describe themselves as over-whelmed. They admit to feeling anxious and apprehensive, especially about meeting the mounting needs of troubled students, doing justice to an all-consuming curriculum, and getting kids ready for a relentless series of tests. According to a study of Midwestern…

  5. Teacher Characteristics as Related to Five Dimensions of Teacher Stress, Sex and Age.

    ERIC Educational Resources Information Center

    Harris, Karen R.; And Others

    Research has indicated that teachers with a humanistic orientation have fewer problems with classroom discipline and are less subject to stress than are those with an authoritarian approach. An investigation of teacher stress focused upon teachers' personality, ideology, gender, age, locus of control, and pupil control orientation. Participants in…

  6. Childhood Stress: The Teacher's Role.

    ERIC Educational Resources Information Center

    Chandler, Louis A.

    The paper examines the effects of stress on children and considers ways in which teachers can help them cope. Three major sources of stress are identified: (1) normal developmental stress, such as pressure for academic success; (2) endemic social stress, resulting from such social trends as rising divorce rates and the general erosion of the…

  7. Stress: Specific Life Events in the Teaching Profession.

    ERIC Educational Resources Information Center

    Martray, Carl R.; Adams, Ronald D.

    This study examined the greatest stressors in teaching situations that affect teachers, and how these events vary for groups of elementary, middle, and secondary school teachers. The list of possibly stressful situations was taken from the Teaching Events Stress Inventory (TESI), developed by Cichon and Koff in 1978. Data were collected from…

  8. The Examination of the Validity and Reliability of the Teacher School-Age Temperament Inventory

    ERIC Educational Resources Information Center

    Lyons-Thomas, Juliette; McClowry, Sandee G.

    2012-01-01

    The purpose of this study was to examine the validity and reliability of the Teacher School-Age Temperament Inventory (T-SATI) which is an adaptation of a parent version of the tool. A principal factor analysis using varimax rotation was performed on data provided by 143 teachers who reported on their 261 elementary school students. The results…

  9. Individual Stress Management Coursework in Canadian Teacher Preparation Programs

    ERIC Educational Resources Information Center

    Harris, Gregory E.

    2011-01-01

    Teacher stress is a significant issue facing the teaching profession. The current paper explores individual stress management as a viable option to address stress in this profession. Specifically, Canadian teacher education programs are examined to identify the prevalence of pre-service teacher education courses focused on individual stress…

  10. Penn Inventory for Posttraumatic Stress Disorder: Psychometric Properties.

    ERIC Educational Resources Information Center

    Hammarberg, Melvyn

    1992-01-01

    A three-phase study was conducted to develop and validate the Penn Inventory for Posttraumatic Stress Disorder (PTSD), a 26-item self-report measure. Results with 83 and 98 combat veterans and with 76 general population patients and disaster survivors support usefulness of the measure. (SLD)

  11. Benefits of Teacher "Connections" in Stressful Educational Settings

    ERIC Educational Resources Information Center

    Stanley, A. Quinn

    2011-01-01

    Findings from this investigation suggest that spirituality is a vital component for teacher and student success in high stress educational settings. The study investigated how experienced teachers of violent students maintained teacher efficacy through stress management in four schools in one state within the USA. Most educators consider working…

  12. Helping Teachers to Help Children Cope with Stress.

    ERIC Educational Resources Information Center

    Dougherty, A. Michael; Deck, Mary D.

    1984-01-01

    Offers some ways counselors can work with teachers in an inservice format to help students cope with stress. The two-session workshop focuses on understanding causes of childhood stress and what teachers can do in their classrooms to reduce unnecessary stress. Includes suggested resources. (JAC)

  13. An Exploration of Elementary Teachers' Views of Informal Reading Inventories in Dual Language Bilingual Programs

    ERIC Educational Resources Information Center

    Ascenzi-Moreno, Laura

    2016-01-01

    This study examines how elementary teachers (grades three through five) in dual-language, bilingual programs (Spanish/English) view informal reading inventories (IRIs) to support their students' reading growth. The research, conducted in an urban district in the Northeastern United States, draws on interviews with 20 teachers in these programs.…

  14. Primary teachers' knowledge and acquisition of stress relieving strategies.

    PubMed

    Cockburn, A D

    1996-09-01

    Over the last 20 years there have been numerous studies of teacher stress but little is known of how teachers acquire coping strategies; their knowledge of those available to them and their opinion of these techniques. A total of 335 Norfolk primary teachers responded to a postal questionnaire providing biographical details; levels of job satisfaction and work related stress; responses to a range of commonly advocated techniques to reduce teacher stress and their opinion on who-if anyone-should take more responsibility for reducing teacher stress. On average the respondents were aware of 35 stress reduction strategies. The most effective strategies were ensuring that one understood what one was about to teach and thorough lesson preparation. A significant proportion of practitioners said that they would not consider seeking expert sources of advice. A total of 89 per cent of practitioners reported that they acquired at least some strategies through their own experience. It was concluded that the issue of teacher stress needs to be considered at governmental, school and individual levels. In the light of some resistance to traditional methods of stress reduction, the implications for initial and in-service training were explored.

  15. Emotional Competence and Stressors of Female School Teachers

    ERIC Educational Resources Information Center

    Holeyannavar, P. G.; Itagi, S. K.

    2011-01-01

    A study on emotional competence and stressors of 105 primary school teachers was conducted in Dharwad in 2009. Emotional competence was assessed using EC- scale and stressors by stress inventory for teachers (SIT). Results revealed that majority of the teachers (89.5%) showed average to competent levels of emotional competence, followed by 6.7 and…

  16. Teacher Burnout/Stress Management Research: Implications for Teacher Preparation/Personnel Selection/ Staff Development.

    ERIC Educational Resources Information Center

    Saunders, Ron; Watkins, J. Foster

    The relationship between occupational stress and general stress and possible relationship among selected teacher personal and situational variables and the two types of stress was investigated. Subjects of the study were teachers in Huntsville, Alabama, a city of 145,000 with an industrial and agricultural economy. There was a return of 41 percent…

  17. A Confirmatory Factor Analysis of Preservice Teachers' Responses to the Attitudes and Beliefs on Classroom Control Inventory.

    ERIC Educational Resources Information Center

    Henson, Robin K.; Roberts, J. Kyle

    This study examined the factorial invariance of scores from the Attitudes and Beliefs on Classroom Control Inventory (ABCC) (Martin and others, 1998) for 243 undergraduate preservice teachers. Although the original ABCC was developed with inservice teachers, use of the instrument to study the classroom beliefs of preservice teachers had not been…

  18. Teacher stress and health; examination of a model.

    PubMed

    DeFrank, R S; Stroup, C A

    1989-01-01

    Stress in teaching derives from a variety of sources, and evidence exists linking such stress to physical and mental health concerns. Detailed examination of the linkages among personal factors, job stress, job satisfaction and symptomatology have not been done in this occupation, however, and the present study examines a model interrelating these variables. A survey of 245 predominantly female elementary school teachers in southeast Texas suggested that demographic factors and teaching background do not influence stress, satisfaction or health concerns. However, while job stress was the strongest predictor of job satisfaction, this stress had no direct relationship with health problems, an unexpected finding. Write-in responses by teachers indicated additional sources of stress, many of which were environmental or policy-based in nature. The implications of these findings for future research and stress management interventions for teachers are discussed.

  19. Teacher stress research: problems and progress.

    PubMed

    Pithers, R T

    1995-12-01

    There is a reasonably large body of published research evidence available which indicates that teaching is a 'highly' or 'extremely highly' stressful occupation for up to one-third of its professionals. Generalisations such as this one, however, are wrought with problems. These problems, for instance, range from confusion about the definition of stress through to how it is to be measured. They include methodological problems inherent in some of the research used to examine the area of teacher stress and as well include, for example, confusion about the effect of mediating variables in the production of stress and strain. This paper examines some of the more important pervasive research problems in current research on teacher stress and makes some suggestions for research progress.

  20. The Hispanic Stress Inventory--Adolescent Version: a culturally informed psychosocial assessment.

    PubMed

    Cervantes, Richard C; Fisher, Dennis G; Córdova, David; Napper, Lucy E

    2012-03-01

    A 2-phase study was conducted to develop a culturally informed measure of psychosocial stress for adolescents: the Hispanic Stress Inventory--Adolescent Version (HSI-A). Phase 1 involved item development through the collection of open-ended focus group interview data (n = 170) from a heterogeneous sample of Hispanic youths residing in the southwest and northeast United States. In Phase 2, we examined the psychometric properties of the HSI-A (n = 1,651), which involved the use of factor analytic procedures to determine the underlying scale structure of the HSI-A for foreign-born and U.S.-born participants in an aggregated analytic approach. An 8-factor solution was established, with factors that include Family Economic Stress, Acculturation-Gap Stress, Culture and Educational Stress, Immigration-Related Stress, Discrimination Stress, Family Immigration Stress, Community and Gang-Related Stress, and Family and Drug-Related Stress. Concurrent, related validity estimates were calculated to determine relations between HSI-A and other measures of child psychopathology and behavioral and emotional disturbances. HSI-A total stress appraisal scores were significantly correlated with both the Children's Depression Inventory and the Youth Self Report (p < .001). Reliability estimates for the HSI-A were conducted, and they yielded high reliability coefficients for most factor subscales, with the HSI-A total stress appraisal score reliability alpha at .92.

  1. Level of Work Related Stress among Teachers in Elementary Schools.

    PubMed

    Agai-Demjaha, Teuta; Bislimovska, Jovanka Karadzinska; Mijakoski, Dragan

    2015-09-15

    Teaching is considered a highly stressful occupation, with work-related stress levels among teachers being among the highest compared to other professions. Unfortunately there are very few studies regarding the levels of work-related stress among teachers in the Republic of Macedonia. To identify the level of self-perceived work-related stress among teachers in elementary schools and its relationship to gender, age, position in the workplace, the level of education and working experience. We performed a descriptive-analytical model of a cross-sectional study that involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire. We found that the majority of interviewed teachers perceive their work-related stress as moderate. The level of work-related stress was significantly high related to the gender, age, position in workplace, as well as working experience (p < 0.01), while it was significant related to level of education (p < 0.05). Significantly greater number of lower-grade teachers perceives the workplace as extremely stressful as compared to the upper-grade teachers (18.5% vs. 5.45%), while the same is true for female respondents as compared to the male ones (15.38% vs. 3.8%). In addition, our results show that teachers with university education significantly more often associate their workplace with stronger stress than their colleagues with high education (13.48% vs. 9.4%). We also found that there is no significant difference of stress levels between new and more experienced teachers. Our findings confirm that the majority of interviewed teachers perceived their work-related stress as high or very high. In terms of the relationship between the level of teachers' stress and certain demographic and job characteristics, according to our results, the level of work-related stress has shown significantly high relation to gender, age, levels of grades taught as well as working

  2. Stress and Burnout in Suburban Teachers.

    ERIC Educational Resources Information Center

    Farber, Barry A.

    1984-01-01

    A group of elementary and secondary suburban school teachers were administered a Likert-type Teacher Attitude Survey to assess the sources and extent of satisfaction, stress, and burnout. Satisfaction resulted from experiences that made teachers feel sensitive to and involved with students and colleagues. Excessive paperwork and unsuccessful…

  3. Teacher Stress: A Descriptive Study of the Concerns.

    ERIC Educational Resources Information Center

    Dedrick, Charles V.; And Others

    1981-01-01

    A recent survey of K-12 teachers in a middle-sized midwestern school system sought to identify the stressful conditions of the teaching profession as perceived by teachers. Women ranked lack of time as the greatest source of stress while men ranked disruptive students as the most stressful condition. (Author/WD)

  4. Using Qualitative Methods for Revising Items in the Hispanic Stress Inventory

    ERIC Educational Resources Information Center

    Cervantes, Richard C.; Goldbach, Jeremy T.; Padilla, Amado M.

    2012-01-01

    Despite progress in the development of measures to assess psychosocial stress experiences in the general population, a lack of culturally informed assessment instruments exist to enable clinicians and researchers to detect and accurately diagnosis mental health concerns among Hispanics. The Hispanic Stress Inventory (HSI) was developed…

  5. Level of Work Related Stress among Teachers in Elementary Schools

    PubMed Central

    Agai–Demjaha, Teuta; Bislimovska, Jovanka Karadzinska; Mijakoski, Dragan

    2015-01-01

    BACKGROUND: Teaching is considered a highly stressful occupation, with work-related stress levels among teachers being among the highest compared to other professions. Unfortunately there are very few studies regarding the levels of work-related stress among teachers in the Republic of Macedonia. AIM: To identify the level of self-perceived work-related stress among teachers in elementary schools and its relationship to gender, age, position in the workplace, the level of education and working experience. MATERIAL AND METHODS: We performed a descriptive-analytical model of a cross-sectional study that involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire. RESULTS: We found that the majority of interviewed teachers perceive their work-related stress as moderate. The level of work-related stress was significantly high related to the gender, age, position in workplace, as well as working experience (p < 0.01), while it was significant related to level of education (p < 0.05). Significantly greater number of lower-grade teachers perceives the workplace as extremely stressful as compared to the upper-grade teachers (18.5% vs. 5.45%), while the same is true for female respondents as compared to the male ones (15.38% vs. 3.8%). In addition, our results show that teachers with university education significantly more often associate their workplace with stronger stress than their colleagues with high education (13.48% vs. 9.4%). We also found that there is no significant difference of stress levels between new and more experienced teachers. CONCLUSION: Our findings confirm that the majority of interviewed teachers perceived their work-related stress as high or very high. In terms of the relationship between the level of teachers’ stress and certain demographic and job characteristics, according to our results, the level of work-related stress has shown significantly high

  6. Stress Management and Teachers' Productivity in Cameroon: Lessons from Momo Division

    ERIC Educational Resources Information Center

    Anyi Einstein Moses E.

    2016-01-01

    A teacher who is stressed out, stresses out his student who in turn, behave differently (usually worse) and consequently produce more stress for the teacher. This study on Stress management and teachers' productivity was carried out in Momo Division North West Region of Cameroon. The aim was to find out the extent to which the teachers' acceptance…

  7. Eastern Kentucky Teacher and Administrative Stress: Part II

    ERIC Educational Resources Information Center

    Wright, Sam; Ballestero, Victor

    2012-01-01

    The purpose of this research was to survey selected Eastern Kentucky Teachers (Elementary, Middle, and High School) to collect data about stress in public schools. This was a continuation study for Eastern Kentucky that collected data on how men and women teachers and men and women administrators handle stress. A stress survey (Appendix C) was…

  8. Teacher Network of Relationships Inventory: Measurement Invariance of Academically At-Risk Students across Ages 6 to 15

    ERIC Educational Resources Information Center

    Wu, Jiun-Yu; Hughes, Jan N.

    2015-01-01

    We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI…

  9. [Nursery Teacher's Stress Scale (NTSS): reliability and validity].

    PubMed

    Akada, Taro

    2010-06-01

    This study describes the development and evaluation of the Nursery Teacher's Stress Scale (NTSS), which explores the relation between daily hassles at work and work-related stress. In Analysis 1, 29 items were chosen to construct the NTSS. Six factors were identified: I. Stress relating to child care; II. Stress from human relations at work; III. Stress from staff-parent relations; IV. Stress from lack of time; V. Stress relating to compensation; and VI. Stress from the difference between individual beliefs and school policy. All these factors had high degrees of internal consistency. In Analysis 2, the concurrent validity of the NTSS was examined. The results showed that the NTSS total scores were significantly correlated with the Job Stress Scale-Revised Version (job stressor scale, r = .68), the Pre-school Teacher-efficacy Scale (r = -.21), and the WHO-five Well-Being Index Japanese Version (r = -.40). Work stresses are affected by several daily hassles at work. The NTSS has acceptable reliability and validity, and can be used to improve nursery teacher's mental health.

  10. Hong Kong Teachers' Sources of Stress, Burnout, and Job Satisfaction.

    ERIC Educational Resources Information Center

    Tang, Tak-On; Yeung, Alexander Seeshing

    This study investigated factors that affected stress, burnout, and job satisfaction among Hong Kong high school teachers. First, the researchers interviewed former Hong Kong teachers to determine possible teacher stress sources. On the basis of their suggested list of stress sources, the researchers created a questionnaire that included items…

  11. Investigating Teacher Stress when Using Technology

    ERIC Educational Resources Information Center

    Al-Fudail, Mohammed; Mellar, Harvey

    2008-01-01

    In this study we use a model which we refer to as the "teacher-technology environment interaction model" to explore the issue of the stress experienced by teachers whilst using ICT in the classroom. The methodology we used involved a comparison of three datasets obtained from: direct observation and video-logging of the teachers in the classroom;…

  12. The Influence of Test-Based Accountability Policies on Early Elementary Teachers: School Climate, Environmental Stress, and Teacher Stress

    ERIC Educational Resources Information Center

    Saeki, Elina; Segool, Natasha; Pendergast, Laura; von der Embse, Nathaniel

    2018-01-01

    This study examined the potential influence of test-based accountability policies on school environment and teacher stress among early elementary teachers. Structural equation modeling of data from 541 kindergarten through second grade teachers across three states found that use of student performance on high-stakes tests to evaluate teachers…

  13. Why Combatting Teachers' Stress Is Everyone's Job

    ERIC Educational Resources Information Center

    Clement, Mary

    2017-01-01

    Teacher stressors and the effects of stressors on teachers' decisions to remain in the profession are reviewed in this article. A discussion of what teachers can do to combat their stress and perform their duties for longevity in the classroom includes practical and researched strategies. Teachers cannot be expected to resolve all the issues of…

  14. EFL Foreign Teacher Stress in Korea: Causes and Coping Mechanisms

    ERIC Educational Resources Information Center

    Brundage, Gregory C.

    2007-01-01

    Survey study of 53 foreign EFL teachers in Jeonju City, South Korea looks at causes of teacher stress and coping mechanisms between the years of 2004 and 2006. Results show foreign EFL teachers report moderate levels of stress and attribute stresses in roughly equal measures to student misbehavior and school director/administrative sources. Survey…

  15. The Role of Teacher Stress, Cognitive Complexity, and Career Maturity in Teacher Socialization.

    ERIC Educational Resources Information Center

    Franz, John B.; Dembo, Myron H.

    A research study investigated the relationship of stress in teachers' work environment to teachers' level of cognitive complexity (level of thinking) and their career maturity, and the relationship of stress, cognitive complexity, and career maturity to teaching experience. Participants were teaching elementary school in an urban environment: 23…

  16. The Examination of Teacher Stress among Turkish Early Childhood Education Teachers

    ERIC Educational Resources Information Center

    Erdiller, Z. B.; Dogan, Ö.

    2015-01-01

    The purpose of this study is to examine the level of teacher stress experienced by Turkish early childhood education teachers working in public and private preschools serving children from three to six years of age. The participants of the study include 1119 early childhood education teachers gathered through simple random sampling. The data are…

  17. Teacher Stress--An Ongoing Problem That Needs Attention.

    ERIC Educational Resources Information Center

    Connolly, Charlene; Sanders, William

    This study examined the amount of perceived stress and its dimensions on 121 elementary and secondary school teachers. Correlations were found between the "Emotional Exhaustion" dimension of stress and gender (males experienced more burnout) and years of teaching (teachers with more years at their present job experienced more burnout).…

  18. [Prediction of perceived health status on job stress and family stress with middle school teachers].

    PubMed

    Park, Hyoung Sook; Jeong, Seong Hee; Park, Kyung Yeon

    2007-06-01

    The purpose of this study was to identify the relationship among job stress, family stress and perceived health status of middle school teachers and to present basic information about promoting health and coping with stress. Participants(N=547) was recruited in B city from November 2005 to December 2005. Data were analyzed with descriptive statistics, t-test, ANOVA, Pearson's correlation and multiple regression. The degree of job stress of the middle school teachers was 54.47 out of a total score of 88; that of family stress was 46.57 out of a total score of 96; and that of perceived health status was 78.59 out of the perfect score 100. There was a significantly negative relationship between job stress and perceived health status (r=-.274, p<.001), and family stress and perceived health status(r=-.408, p<.001). However, there was a positive relationship between job stress and family stress(r=.298, p<.001). Family stress, gender, charging subject, job stress, charging grade and number of family member was 27.1% of the variance in perceived health status of middle school teachers. Family stress has the most important impact on perceived health status with middle school teachers. Based on the finding, we could conclude that both job stress and family stress management should be required to improve perceived health status.

  19. Substance Abuse and Teacher Stress.

    ERIC Educational Resources Information Center

    Fimian, Michael J.; And Others

    1985-01-01

    Examined on-the-job stress in relationship with need to use and frequency of use of over-the-counter (OTC) and prescription (P) drugs and alcohol (A), across five teacher samples (N=1,788). Results showed high stress frequencies were significantly related to the frequent use of OTC, P, and A substances. (Author/BH)

  20. Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms

    ERIC Educational Resources Information Center

    Friedman-Krauss, Allison H.; Raver, C. Cybele; Neuspiel, Juliana M.; Kinsel, John

    2014-01-01

    Research Findings: The current article explores the relationship between teachers' perceptions of child behavior problems and preschool teacher job stress, as well as the possibility that teachers' executive functions moderate this relationship. Data came from 69 preschool teachers in 31 early childhood classrooms in 4 Head Start centers and were…

  1. Job stressors and job stress among teachers engaged in nursing activity.

    PubMed

    Muto, Shigeki; Muto, Takashi; Seo, Akihiko; Yoshida, Tsutomu; Taoda, Kazushi; Watanabe, Misuzu

    2007-01-01

    Teachers and staff members engaged in nursing activity experience more stress than other workers. However, it is unknown whether teachers engaged in nursing activity in schools for handicapped children experience even greater stress. This study evaluated job stressors and job stress among such teachers using a cross-sectional study design. The subjects were all 1,461 teachers from all 19 prefectural schools for handicapped children in Shizuoka Prefecture, Japan. We used a brief job stress questionnaire for the survey and 831 teachers completed the questionnaire. Job stressors among teachers engaged in nursing activity were compared with those among teachers not engaged in nursing activity. Job stress among such teachers was estimated by the score for total health risk, and was compared with the score in the Japanese general population. Male and female teachers engaged in nursing activity had a significantly higher level of job stressors for physical work load and job control compared with those not engaged in nursing activity. The scores for total health risk among male and female teachers engaged in nursing activity were 102 points and 98 points, respectively. These scores were not markedly above 100 points which is the mean score in the Japanese general population.

  2. Teachers' stress intensifies violent disciplining in Tanzanian secondary schools.

    PubMed

    Hecker, Tobias; Goessmann, Katharina; Nkuba, Mabula; Hermenau, Katharin

    2018-02-01

    Violent forms of discipline in schools continue to be widespread across the globe despite their damaging effects. Since little is known about factors influencing the extent of violence applied by teachers, this study aimed to investigate the influence of teachers' stress, work satisfaction, and personal characteristics on their disciplining style. Using structural equation modeling, associations between violent discipline, burnout symptoms, and job perceptions (pressure and difficulties in class) reported by 222 teachers from 11 secondary schools in Tanzania in 2015 were analyzed. Results indicated a direct association between perceived stress and emotional violent discipline (β=.18, p<.05) as well as physical violent discipline (β=.37, p<.001). Perceived stress also mediated the association between job perceptions and both forms of violent disciplining. The model showed good model fit (χ 2 [44, n=222]=67.47 (p=.013), CFI=.94, TLI=.91, IFI=.94, RMSEA=.049 [90%-CI=.02-.07, PCLOSE=.50], SRMR=.06). Our findings suggest that teachers' personal perceptions of their work as well as their stress burden play a role in their disciplining styles. Our findings underline the importance of integrating topics, such as stress and coping as well as positive, nonviolent discipline measures into the regular teacher's training and in addition to develop and evaluate school-based preventative interventions for teachers. Copyright © 2017 Elsevier Ltd. All rights reserved.

  3. The Role of the Prepracticum in Lessening Student Teacher Stress: Student Teachers' Perceptions of Stress during Practicum

    ERIC Educational Resources Information Center

    Danyluk, Patricia

    2013-01-01

    Research on the student teaching practicum indicates that it is a time of enormous stress. The purpose of this study was to gather information from student teachers regarding their perceptions of stress while in the midst of their practicum. The questions were designed to gather information that could be used to create a less stressful practicum.…

  4. Teachers' Workload and Associated Stress.

    ERIC Educational Resources Information Center

    Johnstone, Margaret

    A sample of 570 Scottish classroom teachers, promoted staff, and senior management recorded the work they were doing for a full week, in 15-minute blocks of time. Respondents also recorded whether or not they felt stressed on that day and described the cause and symptoms of the stress. Results revealed that the mean working day was 7.89 hours,…

  5. Chinese Teachers' Work Stress and Their Turnover Intention

    ERIC Educational Resources Information Center

    Liu, Shujie; Onwuegbuzie, Anthony J.

    2012-01-01

    This survey study employed qualitative dominant mixed research to explore the sources of teacher stress in China and the possible reasons for Chinese teachers' turnover intention. The data were collected in Jilin Province of China, and 510 teachers participated in the survey. Quantitatively, 40.4% of the surveyed teachers reported that they…

  6. Teacher Stress in Working with Challenging Students in Hong Kong

    ERIC Educational Resources Information Center

    Pang, I-Wah

    2012-01-01

    This article first illustrates how recent social, economic and educational development in Hong Kong contributes to teacher stress. It then presents data from an international study on teacher stress with respect to working with challenging students, i.e. students with behavioural problems. Teachers were asked to report on the perceived behavioural…

  7. Feeling the Strain: An Overview of the Literature on Teachers' Stress.

    ERIC Educational Resources Information Center

    Wilson, Valerie

    The Scottish Council for Research in Education (SCRE) reviewed the literature on teacher stress, examining what stress is, causes and effects of stress in teaching, how teaching compares with other professions, what Scottish research says, and how teachers cope with stress. Stress has increasingly acquired a negative connotation, implying…

  8. High-Stakes Testing and Teacher Stress

    ERIC Educational Resources Information Center

    Hoyt, Joshua Paul

    2017-01-01

    The purpose of this mixed-methods research study was to examine how stress levels of middle school mathematics teachers who taught Algebra I in school districts in the state of Pennsylvania relate to high-stakes testing and to explore the experiences of middle school mathematics Algebra I teachers. The researcher collected and compared it to…

  9. Special Teacher Stress: Its Product and Prevention. Special Report.

    ERIC Educational Resources Information Center

    Bradfield, Robert H.; Fones, Donald M.

    1985-01-01

    Findings from a study involving 60 special education teachers examine characteristics of 20 Ss who scored highest and 20 who scored lowest on both job stress and life stress measures. Teachers are urged to begin relaxation training, exercise, emphasize positive attitudes, and maintain adequate diets. (CL)

  10. [Spanish adaptation of the Stress Manifestations Scale of the Student Stress Inventory (SSI-SM)].

    PubMed

    Escobar Espejo, Milagros; Blanca, María J; Fernández-Baena, F Javier; Trianes Torres, María Victoria

    2011-08-01

    The aim of the present study was to translate into Spanish and to describe the psychometric properties of the Stress Manifestations Scale of the Student Stress Inventory (SSI-SM), developed by Fimian, Fastenau, Tashner and Cross to identify the main manifestations of stress in adolescents. The scale was applied to a sample of 1,002 pupils from years one and two of Secondary Education. The paper reports the factor structure, an item analysis, the internal consistency, differences by sex and academic year, external evidence of validity, and norms for scoring the scale. The results reveal a factor structure based on three first-order factors (emotional manifestations, physiological manifestations and behavioural manifestations) and one second-order factor (indicative of stress manifestations). In terms of external validity, there was a positive association with measures of perceived stress, aggressiveness, internalized/externalized symptoms, and a negative association with life satisfaction. The results show that the scale is an adequate tool for evaluating stress manifestations in adolescents.

  11. Risk factors for work-related stress and health in head teachers.

    PubMed

    Phillips, Samantha J; Sen, Dil; McNamee, Roseanne

    2008-12-01

    Work-related stress (WRS) is known to cause ill-health and decreased productivity. Work in the education sector is thought to be particularly stressful. Few studies have considered risk factors for WRS and health in head teachers. To investigate health in head teachers in West Sussex. To determine personal risk factors most likely to predict cases of WRS and of poor health in head teachers. A cross-sectional study, in a population of 290 head teachers and principals of colleges of further education, using a validated questionnaire, 'a short stress evaluation tool' (ASSET) and additional questions derived from earlier studies. Results were compared with the ASSET database 'norm' groups: a general population of workers (GPN) group and a group of managers and professionals (MPN). 'Caseness' was defined as respondents who felt work was 'very or extremely stressful'. Head teachers had poor physical and mental health compared to the GPN group. Psychological well-being, particularly of females and primary head teachers was worse than a comparative group of managers and professionals. Teaching<5 h/week was a significant predictor of caseness and being female was the main risk factor for poor psychological well-being. Prevalence of self-reported stress in head teachers in West Sussex is high. Female head teachers had worse health outcomes. Our study identified possible personal risk factors predicting WRS and/or poor health in head teachers.

  12. Validation of an Inventory of Classroom Management Style: Differences between Novice and Experienced Teachers.

    ERIC Educational Resources Information Center

    Martin, Nancy K.; Baldwin, Beatrice

    A preliminary investigation was conducted of the construct validity of the Inventory of Classroom Management Style (ICMS), a scale to measure differences in perceptions of classroom management style. The main objective was to determine if the scale reflects differences between novice and experienced teachers. Classroom management is defined as a…

  13. Work Role Stress Among Female and Male Public School Teachers.

    ERIC Educational Resources Information Center

    Gupta, Nina; Jenkins, G. Douglas, Jr.

    This study explored the potent sources of stress for a sample of teachers, investigated the differences in stress predictors for men and women, and examined the consequences of stress for men and women. Twenty-five public school teachers participated; sixteen of these were women and nine were men. The study was conducted through interviews with…

  14. High-Stakes Testing and Its Relationship to Stress Levels of Coastal Secondary Teachers

    ERIC Educational Resources Information Center

    McDaniel, Sheneatha Lashelle Alexander

    2012-01-01

    The purpose of this research was to examine the relationship between high-stakes tests and stress with secondary teachers. Furthermore, this study investigated whether veteran teachers experience more stress than novice teachers and whether or not self-efficacy, gender, accountability status, and years of experience influence teacher stress as it…

  15. Emotional Differences between Early and Late Degree Program Music Teacher Education Students Using a Concise Emotional Inventory

    ERIC Educational Resources Information Center

    Fredrickson, William E.; Madsen, Clifford K.

    2010-01-01

    Teaching music can be a stressful profession. How current and future teachers perceive stress, and the personal emotions that result from stressful situations, raises many questions. This study investigated differences in perception of levels of emotional stress between early and late program students in music teacher education using a concise…

  16. Effects of Humor on Teacher Stress, Affect, and Job Satisfaction

    ERIC Educational Resources Information Center

    Shirley, Jacqueline Dena

    2013-01-01

    Teachers are at high risk for stress, negative emotion, and job dissatisfaction, which has been linked with health problems and early attrition. Humor has been found to relieve various forms of stress. However, there is a gap in the literature regarding humor effects on teacher stress and its related consequences. The purpose of this quantitative,…

  17. Coping Mechanisms Utah Agriculture Teachers Use to Manage Teaching Related Stress

    ERIC Educational Resources Information Center

    Lawver, Rebecca G.; Smith, Kasee L.

    2014-01-01

    The purpose of this study was to examine the level of occupational stress among Utah agriculture teachers, and to determine the coping mechanisms utilized to manage teaching related stressful events. Teachers were asked to rank their level of occupational stress according to the scale used by the American Psychological Association Stress in…

  18. Measuring Science Teachers' Stress Level Triggered by Multiple Stressful Conditions

    ERIC Educational Resources Information Center

    Halim, Lilia; Samsudin, Mohd Ali; Meerah, T. Subahan M.; Osman, Kamisah

    2006-01-01

    The complexity of science teaching requires science teachers to encounter a range of tasks. Some tasks are perceived as stressful while others are not. This study aims to investigate the extent to which different teaching situations lead to different stress levels. It also aims to identify the easiest and most difficult conditions to be regarded…

  19. The Phenomenology of Teacher Stress: Implications for Organizational Theory and Research.

    ERIC Educational Resources Information Center

    Blase, Joseph J.

    1985-01-01

    Data are synthesized from four qualitative studies of teacher work stress. One factor, student discipline, is used to illustrate the problem of teacher stress. The data suggests the importance of understanding stress as a powerful process affecting individual and organizational behavior. (MD)

  20. Stress Levels of Agricultural Science Cooperating Teachers and Student Teachers: A Repeated Measures Comparative Assessment

    ERIC Educational Resources Information Center

    McKim, Billy R.; Rayfield, John; Harlin, Julie; Adams, Andy

    2013-01-01

    This study compared job stress levels of Texas agricultural science cooperating teachers and Texas agricultural science student teachers across a semester. The research objectives included describing secondary agricultural science cooperating teachers and student teachers perceptions of stressors, by time of semester (beginning, middle, and end),…

  1. Sources of Stress: Perceptions of South African TESOL Teachers

    ERIC Educational Resources Information Center

    Bowen, Amanda

    2016-01-01

    This paper presents the findings of a qualitative study investigating which factors inside and outside the classroom result in feelings of stress for TESOL teachers working at private language schools in South Africa. Using in-depth semi-structured interviews, the findings reveal three main areas that cause stress for TESOL teachers: the job of…

  2. Teacher Stress: The Mediating Role of Collective Efficacy Beliefs

    ERIC Educational Resources Information Center

    Klassen, Robert M.

    2010-01-01

    The aims of the study were to (a) examine the factor structure of measures of teachers' collective efficacy (TCE), job stress, and job satisfaction, and (b) explore the mediating effect of collective efficacy on the relationship between job stress and job satisfaction. The sample consisted of 951 teachers from elementary and secondary schools in…

  3. Teacher Distress and the Role of Experiential Avoidance

    PubMed Central

    Hinds, Erika; Jones, Laura Backen; Gau, Jeffrey M.; Forrester, Kathleen K.; Biglan, Anthony

    2015-01-01

    Teachers’ psychological wellbeing is important for teachers and students, but is highly stressful, particularly in special education. We examined the role of experiential avoidance (EA) in the wellbeing of 529 middle and elementary school teachers. EA involves the tendency to avoid thoughts, feelings, and other internal experiences even when doing so causes long-range consequences. Using a teacher-specific measure, we investigated its relationship to stress associated with student misbehavior and limited social support. We assessed EA’s relationship to burnout and depression, finding EA significantly and moderately correlated with depression and all scales of Maslach’s Burnout Inventory. Mediation analyses showed EA mediated the relationship between stress associated with student behavior and measures of wellbeing. We found 26.8% of teachers mildly, 8.9% moderately, and 2.8% moderately severely or severely depressed. This evidence concurs with studies showing the value of mindfulness-based interventions and points to the utility of implementing interventions aimed at decreasing EA in teachers. PMID:25691804

  4. The Principal: An Agent for Reducing Teacher Stress.

    ERIC Educational Resources Information Center

    Calabrese, Raymond L.

    1987-01-01

    Teachers often cite stress as a reason for leaving the teaching profession. Stress does not have to be a negative factor. Discusses ways that principals can use their leadership skills to make stress a positive force. Includes five references. (Author/MD)

  5. The Nurturing Teacher: Managing the Stress of Caring

    ERIC Educational Resources Information Center

    VanSlyke-Briggs, Kjersti

    2010-01-01

    This book tackles the concerns of stressed teachers. Whether from nurturance suffering (stress related to caring for students) or from the piles of paperwork yet to be tackled, this text helps the reader sort through the causes of stress, the emotional, physical and social reactions to stress and how one can begin to plan a stress management plan.…

  6. Self-reported Stress Problems among Teachers in Hong Kong

    NASA Astrophysics Data System (ADS)

    Chan, Alan H. S.; Chen, K.; Chong, Elaine Y. L.

    2010-10-01

    The present study was developed to comprehensively investigate the occupational health problems among teachers of primary and secondary schools in Hong Kong. A random sample of 1,710 respondents was generated from the database of Hong Kong Professional Teachers' Union (HKPTU) members. A self-administrated questionnaire was designed and sent by mail to the teachers of primary and secondary schools in HK. The results indicated that comparing with one year and five years ago, 91.6% and 97.3% of the responding teachers reported an increase of perceived stress level, respectively. Heavy workload and time pressure, education reforms, external school review, pursuing further education, and managing students' behaviour and learning were the most frequently reported sources of work stress. The four most frequently reported stress management activities were sleeping, talking to neighbors and friends, self-relaxing, and watching television, while the least frequently reported activity was doing more exercises or sports.

  7. Managing Stress and Feelings of Mastery among Swedish Comprehensive School Teachers.

    ERIC Educational Resources Information Center

    Jacobsson, Christian; Pousette, Anders; Thylefors, Ingela

    2001-01-01

    Created guidelines for stress management intervention by investigating the relationship of 12 factors with stress reactions and feelings of mastery among 826 Swedish teachers in 27 comprehensive schools. Teacher stress reactions were best predicted by perceived work demands, student misbehavior, and negative feedback, while mastery feelings were…

  8. The Awful Truth: A Microhistory of Teacher Stress at Westwood High

    ERIC Educational Resources Information Center

    Munt, Valerie

    2004-01-01

    This paper is drawn from a recent microhistory of teacher stress, a genealogical inquiry that reveals the debilitating effects of a 'game of truth' called 'economic rationalism' on South Australian teachers during the last two decades of the twentieth century. It explores the everyday stresses of teaching through extracts from the teachers' oral…

  9. Disruptive Pupils and Teacher Stress.

    ERIC Educational Resources Information Center

    Dunham, Jack

    1981-01-01

    Teachers have identified a number of stress situations in their work with disruptive children: insecurity due to student unpredictability, doubting their effectiveness, frustrated attempts at communication with other professionals, and feelings of isolation and limited social relationships (expressed by residential workers). (CT)

  10. Effects on Teachers' Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress

    ERIC Educational Resources Information Center

    Klassen, Robert M.; Chiu, Ming Ming

    2010-01-01

    The authors of this study sought to examine the relationships among teachers' years of experience, teacher characteristics (gender and teaching level), three domains of self-efficacy (instructional strategies, classroom management, and student engagement), two types of job stress (workload and classroom stress), and job satisfaction with a sample…

  11. Academic Expectations as Sources of Stress in Asian Students

    ERIC Educational Resources Information Center

    Tan, Joyce Beiyu; Yates, Shirley

    2011-01-01

    Education is highly valued in Confucian Heritage Culture (CHC) countries such as China, Taiwan, Singapore, Hong Kong, Japan and Korea but the expectations of parents, teachers and students themselves to excel academically can also be a source of intense stress for many students. The "Academic Expectations Stress Inventory" (AESI),…

  12. Teacher drug use: a response to occupational stress.

    PubMed

    Watts, W D; Short, A P

    1990-01-01

    Work-related stress is predicted to be correlated with wanting to leave the teaching profession and drug use. A stratified random sample of 500 Texas teachers was surveyed (56.5% responded), regarding working conditions, collegial and supervisory relationships, job satisfaction, rigidity of attitudes and drug use. Two-thirds of teachers may want to quit the profession, while 36.4 percent are likely to quit. Teachers report higher rates than a national sample of lifetime alcohol, amphetamine, and tranquilizer use and higher rates of alcohol use in the last year and last month. Selected measures of stress are correlated with drug use, particularly amphetamine use, over the lifetime, last year, and last month.

  13. Teacher Stress: Perceived and Objective Sources, and Quality of Life.

    ERIC Educational Resources Information Center

    Mykletun, Reidar J.

    1984-01-01

    A study of 912 Norwegian comprehensive school teachers, using a 74-item job stress rating scale to identify stressors in teachers' work and the General Health Questionnaire as an index of quality of life, identified nine stress factors, including work overload, pupils' misbehavior, change, organizational climate/staff relations. (MH)

  14. Job Satisfaction, Stress and Coping Strategies in the Teaching Profession-What Do Teachers Say?

    ERIC Educational Resources Information Center

    Skaalvik, Einar M.; Skaalvik, Sidsel

    2015-01-01

    This study explored job satisfaction, work-related stress, consequences of stress, and coping strategies among Norwegian teachers. The study is based on qualitative interviews with 30 working teachers and four retired teachers. The respondents reported high job satisfaction but also severe stress and exhaustion. Teachers of different ages or at…

  15. Factors Influencing Stress, Burnout, and Retention of Secondary Teachers

    ERIC Educational Resources Information Center

    Fisher, Molly H.

    2011-01-01

    This study examines the stress, burnout, satisfaction, and preventive coping skills of nearly 400 secondary teachers to determine variables contributing to these major factors influencing teachers. Analysis of Variance (ANOVA) statistics were conducted that found the burnout levels between new and experienced teachers are significantly different,…

  16. Two Counseling Interventions to Reduce Teacher-Child Relationship Stress

    ERIC Educational Resources Information Center

    Ray, Dee C.

    2007-01-01

    This article discusses a study investigating the impact of two school counseling interventions, child-centered play therapy (CCPT) and teacher consultation, on teacher-child relationship stress. CCPT and teacher consultation were conducted with 93 (pre-kindergarten to fifth grade) elementary school students across three elementary schools deemed…

  17. Stress Causing Factors Among Teachers in Elementary Schools and Their Relationship with Demographic and Job Characteristics.

    PubMed

    Agai-Demjaha, Teuta; Minov, Jordan; Stoleski, Sasho; Zafirova, Beti

    2015-09-15

    Once high levels of work-related stress among teachers were confirmed many studies concentrated on identifying and investigating key stress factors among school teachers. Unfortunately there are very few researches made on stress causing factors among teachers in Republic of Macedonia. To determine the most frequent stress causing factors among teachers in elementary schools and to investigate their relationship with demographic and job characteristics. We performed a descriptive-analytical model of a cross-sectional study which involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire. Among six categories of factors that generate work related stress (job demands, control, relationships, role, changes and support) control and support had the highest mean scores. Within the control category the highest levels of perceived teacher's work-related stress were caused by the following factors - changes in terms and conditions without consultation and given responsibility without the authority to take decisions. 141 out of the interviewed teachers (47%) have mentioned changes in terms and conditions without consultation as very stressful, while another 50 (16.67%) have reported it as stressful. 123 out of interviewed teachers (41%) have stated given responsibility without the authority to take decisions as very stressful, with another 105 (35%) have reported it as stressful. In the category support the highest levels of perceived teacher's work-related stress were caused by stress factors - lack of funds/resources to do the job and limited or no access to training. Out of 300 interviewed teachers, 179 (59.67%) have reported lack of funds/resources to do the job as very stressful, while another 50 (16.67%) as stressful. There is no significant relationship between the stress factor limited or no access to training and demographic and job characteristics. Our findings confirm that

  18. The Development and Initial Psychometric Evaluation of the Korean Career Stress Inventory for College Students

    ERIC Educational Resources Information Center

    Choi, Bo Young; Park, Heerak; Nam, Suk Kyung; Lee, Jayoung; Cho, Daeyeon; Lee, Sang Min

    2011-01-01

    The purpose of this study was to develop a Korean College Stress Inventory (KCSI), which is designed to measure Korean college students' experiences and symptoms of career stress. Even though there have been numerous scales related to career issues, few scales measure the career stress construct and its dimensions. Factor structure, internal…

  19. Stress and Psychological Distress among Trainee Secondary Teachers in England

    ERIC Educational Resources Information Center

    Chaplain, Roland P.

    2008-01-01

    The relationships between stress and psychological distress were investigated among a cohort of trainee secondary school teachers in England. Specifically, the study examined the structure of a Teacher Stress Scale and its relationship to mental health as measured by the 12-item General Health Questionnaire. Three factors were identified:…

  20. Teacher Stress Predicts Child Executive Function: Moderation by School Poverty

    ERIC Educational Resources Information Center

    Neuenschwander, Regula; Friedman-Krauss, Allison; Raver, Cybele; Blair, Clancy

    2017-01-01

    Research Findings: Recent research has explored relations between classroom quality and child executive function (EF), but little is known about how teachers' well-being, including stress, relates to child EF--a crucial component of self-regulation. We hypothesized that teacher stress is negatively or curvilinearly related to child EF and…

  1. Strategies to Prevent Teacher Stress and Burnout

    ERIC Educational Resources Information Center

    Taylor, Brenna; Zimmer, Connie; Womack, Sid T.

    2005-01-01

    The purpose of this action study was to examine teachers' beliefs about the causes of stress and burnout in a rural Arkansas school district in 2004. One hundred thirty teachers of all grade levels of the school district were sampled with a Likert survey of 45 items. Subscales of the survey include stressor associated with administration,…

  2. Psychological Needs as the Predictor of Teachers' Perceived Stress Levels

    ERIC Educational Resources Information Center

    Avci, Ahmet; Bozgeyikli, Hasan; Kesici, Sahin

    2017-01-01

    The purpose of this study is to examine the relationship between teachers' psychological needs and perceived stress levels. First of all, the differentiation status of teachers' psychological needs and perceived stress levels in terms of gender, type of institution and type of the school variables was examined. Then, the psychological need's level…

  3. Stress Causing Factors Among Teachers in Elementary Schools and Their Relationship with Demographic and Job Characteristics

    PubMed Central

    Agai–Demjaha, Teuta; Minov, Jordan; Stoleski, Sasho; Zafirova, Beti

    2015-01-01

    BACKGROUND: Once high levels of work-related stress among teachers were confirmed many studies concentrated on identifying and investigating key stress factors among school teachers. Unfortunately there are very few researches made on stress causing factors among teachers in Republic of Macedonia. AIM: To determine the most frequent stress causing factors among teachers in elementary schools and to investigate their relationship with demographic and job characteristics. METHODOLOGY: We performed a descriptive-analytical model of a cross-sectional study which involved 300 teachers employed in nine elementary schools. Evaluation of examined subjects included completion of a specially designed questionnaire. RESULTS: Among six categories of factors that generate work related stress (job demands, control, relationships, role, changes and support) control and support had the highest mean scores. Within the control category the highest levels of perceived teacher’s work-related stress were caused by the following factors - changes in terms and conditions without consultation and given responsibility without the authority to take decisions. 141 out of the interviewed teachers (47%) have mentioned changes in terms and conditions without consultation as very stressful, while another 50 (16.67%) have reported it as stressful. 123 out of interviewed teachers (41%) have stated given responsibility without the authority to take decisions as very stressful, with another 105 (35%) have reported it as stressful. In the category support the highest levels of perceived teacher’s work-related stress were caused by stress factors - lack of funds/resources to do the job and limited or no access to training. Out of 300 interviewed teachers, 179 (59.67%) have reported lack of funds/resources to do the job as very stressful, while another 50 (16.67%) as stressful. There is no significant relationship between the stress factor limited or no access to training and demographic and job

  4. [Stress and Burnout Risk in Nursery School Teachers: Results from a Survey].

    PubMed

    Jungbauer, J; Ehlen, S

    2015-06-01

    This article presents results from a study of 834 nursery school teachers in Germany, investigating working conditions, stress, and stress-related health problems. In order to evaluate the extent of mental and psychosomatic troubles, as well as the risk of burnout, we used the standardised questionnaire "Burnout Screening Scales" (BOSS I). Data analysis yielded a high percentage of nursery school teachers who reported a remarkably high stress level; nearly 20% can be considered as a high-risk group for burnout. Poor staff conditions in many nurseries turned out to be the crucial stress source, along with large groups, insufficient teacher-child ratio, time pressure and multitasking. In the concluding discussion of the study results, we consider possible measures to reduce stress and to improve working conditions for nursery school teachers. © Georg Thieme Verlag KG Stuttgart · New York.

  5. Between Teachers & Parent: Helping Children Manage Stress

    ERIC Educational Resources Information Center

    Brodkin, Adele M.

    2005-01-01

    In this article, the author discusses how to manage stress in children. A teacher's story and a parent's story about a child who complains of frequent stomach aches, is presented. Stomach aches and other somatic complaints without any apparent physical explanation are common among young children experiencing stress. Nevertheless, it is essential…

  6. Prevalence and causes of self-reported work-related stress in head teachers.

    PubMed

    Phillips, Samantha; Sen, Dil; McNamee, Roseanne

    2007-08-01

    Work-related stress (WRS) is the leading cause of occupational ill-health in the education sector in the UK. Headship is believed to be a stressful role although there is little current research into stress in head teachers. Changes in the education sector since the late 1980s have meant that the findings of many existing studies are outdated. To investigate prevalence and causes of self-reported, WRS in head teachers in West Sussex, UK. A cross-sectional study using postal questionnaire in a population of 290 head teachers and principals. The measuring instrument was a short stress evaluation tool (ASSET) plus additional questions derived from previous studies. Stress cases were defined as respondents who felt their work was 'very or extremely stressful'. Prevalence of self-reported, WRS was 43%. Using ASSET scoring, work overload and work-life imbalance were the key stressors. Females were significantly more stressed than males for a number of stressors including overload and control. Although there was some evidence that primary head teachers fared worse than their secondary counterparts, once the confounding effects of gender were included, there were few significant differences. The prevalence of self-reported stress in head teachers in West Sussex is significantly increased compared to recent studies of workers in the UK. The recurring theme in existing studies of workload as a main stressor is confirmed in the findings of this study. Gender and type of school does affect outcome and female head teachers have more reported stressors than their male colleagues.

  7. Occupational stress and its related factors among university teachers in China.

    PubMed

    Sun, Wei; Wu, Hui; Wang, Lie

    2011-01-01

    University teachers in China are expected to suffer serious occupational stress due to the expanding enrollment in universities without a proportional increase in teacher resources and the fact that all promotions for university teachers are determined based on not only teaching but also the outcome of scientific research. This study was designed to assess the occupational stress among university teachers in China and clarify its risk factors. A cross-sectional study was performed in Liaoning Province, the centralized area of higher education in Northeast China. Eight universities (2 multidiscipline and 6 specialized) and 10% of academic staff each were randomly sampled. Questionnaires pertaining to occupational stress indicated by the Chinese Version Personal Strain Questionnaire (PSQ) and demographic characteristics, health status, work situations, and personal and social resources were distributed in October 2008. A total of 827 effective respondents (response rate 76.4%) became our participants. The average raw score of PSQ was 91.0 among the university teachers. General linear model analysis showed that the factors significantly associated with the PSQ score were, in standardized estimate (β) sequence, mental health, role overload, role insufficiency, social support, monthly income, role limitations due to physical problems, research finance and self-rated disease with adjustment for age and sex. We concluded that, in comparison to work-related factors and social support, mental health is a prominent risk factor for occupational stress in university teachers in China. Improvement of mental health and organizational climate should be considered to lessen the occupational stress of university teachers.

  8. Sources of Stress for Teachers Working in Private Elementary Schools and Methods of Coping with Stress

    ERIC Educational Resources Information Center

    Aydin, Bahri; Kaya, Ayça

    2016-01-01

    The aim of this study is to determine the sources of stress for classroom teacher and branch teachers working in private elementary schools and methods that are used by them in order to cope with the stress. In this research, qualitative and quantitative methods have been used jointly. The group consisted of 258 private elementary school teachers…

  9. The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning.

    PubMed

    Mehta, Tara G; Atkins, Marc S; Frazier, Stacy L

    2013-09-01

    This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers' relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented.

  10. Investigating EFL Teachers' Conceptions and Literacy of Formative Assessment: Constructing and Validating an Inventory

    ERIC Educational Resources Information Center

    Khodabakhshzadeh, Hossein; Kafi, Zahra; Hosseinnia, Mansooreh

    2018-01-01

    The present study aimed at constructing a formative assessment inventory for assessing EFL instructors' conception and literacy about the issue under study. Therefore, 302 male and female Iranian EFL teachers took part in the study in a random way to fill out the researcher made questionnaire. The first draft of the scale consisted of two main…

  11. Eastern Kentucky Teacher and Administrative Stress: Part III

    ERIC Educational Resources Information Center

    Wright, Sam; Ballestero, Victor

    2012-01-01

    The purpose of this research was to survey randomly selected Eastern Kentucky Superintendents to collect data about stress in public schools. This was the third year of a continuation study for Eastern Kentucky that collected data on how men and women teachers and men and women administrators handle stress. A stress survey (Appendix A) was sent to…

  12. An Exploration of the Central Factors Influencing Teachers' Stress Management in Urban Classrooms

    ERIC Educational Resources Information Center

    Costa, Kristen Lee

    2011-01-01

    In 1999, it was estimated that 50% of new teachers leave urban districts in less than five years. New urban teachers face a host of demands that can contribute towards stress and burnout. While some of the literature has focused upon teacher stress, to date none has focused upon new teachers who are enrolled in alternative licensure programs with…

  13. Changes in Teacher Stress through Participation in Pre-Referral Intervention Teams

    ERIC Educational Resources Information Center

    Lhospital, Ann Shargo; Gregory, Anne

    2009-01-01

    Teachers today face high stress that can compromise their well-being, longevity in the profession, and the quality of their interactions with students. Pre-referral interventions, which address individual student difficulties before consideration for special education, may help buffer teacher stress through student interventions and team support.…

  14. Chinese teachers' use of humour in coping with stress.

    PubMed

    Wu, Joseph; Chan, Raymond M C

    2013-01-01

    The purpose of this study was to examine the mentality of Chinese teachers regarding their use of humour in coping with stress. Specifically, the study investigated their frequency of use of humour in coping with stress as compared to other coping styles and their perceptions about the relationship of humour with other coping styles. Data were collected from a sample of 789 Chinese teachers holding teaching posts at local Hong Kong secondary schools. Based on responses made to the COPE questionnaire, there was evidence that Chinese teachers had a lower frequency of use of humour as compared to other coping styles. As suggested by the results of a factor analysis, there was a perception among Chinese teachers that the use of humour was related more closely to escaping and/or avoidance as coping strategies, but more differentiable from problem-focused/task-oriented and emotional/social coping. It is interesting to find that the results of our study echoed those of a previous crosscultural comparison between Chinese and Canadian university students, in which the Chinese university students reported less use of humour in coping with stress than did their Canadian counterparts. These results have provided some empirical support for the notion that "humor has been traditionally given little respect in Chinese culture mainly due to the Confucian emphasis on keeping proper manners in social interactions" (Yue, 2010, p. 403). As teachers in Chinese societies are regarded as persons who are full of wisdom and capable of problem-solving, it is expected that they should act as role models to their students. These social expectations on Chinese teachers could further mould their perceptions on the use of humour in coping with stress.

  15. The Hispanic Stress Inventory-Adolescent Version: A Culturally Informed Psychosocial Assessment

    PubMed Central

    Cervantes, Richard C.; Fisher, Dennis G.; Córdova, David; Napper, Lucy

    2012-01-01

    A 2-phase study was conducted to develop a culturally informed measure of psychosocial stress for adolescents, the Hispanic Stress Inventory-Adolescent Version (HSI-A). Phase I involved item development through the collection of open-ended focus group interview data (n=170) from a heterogeneous sample of Hispanic youth residing in the southwest and northeast United States. Phase 2 examined the psychometric properties of the HSI-A (n=1651) involving the use of factor analytic procedures to determine the underlying scale structure of the HSI-A, for foreign-born and U.S.-born participants in an aggregated analytic approach. An eight factor solution was established with factors that include Family Economic Stress, Acculturation Gaps Stress, Culture and Educational Stress, Immigration Related Stress, Discrimination Stress, Family Immigration Stress, Community and Gang Violence Stress and Family Drug Related Stress. Concurrent related validity estimates were calculated to determine relationships between HSI-A and other measures of child psychopathology, behavioral and emotional disturbances. HSI-A Total Stress Appraisal Scores were significantly correlated with both the CDI and YSR (p<.001 respectively). Reliability estimates for the HSI-A were conducted and yielded high reliability coefficients for most all factor sub-scales with HSI-A Total Stress Appraisal score reliability at alpha=.92. PMID:21942232

  16. Preliminary Investigation of a Stress Prevention and Mindfulness Group for Teachers

    ERIC Educational Resources Information Center

    Reiser, Jenson E.; McCarthy, Christopher J.

    2018-01-01

    This exploratory study evaluated a short-term (6-8 weeks) psychoeducation and support group for teachers focused on stress prevention and mindfulness (labeled SPAM group). A total of 4 groups were implemented in different schools, and evaluation was conducted with quantitative (pre- and post-measures of teacher vulnerability to stress, job…

  17. Job-Related Stress among Secondary Agricultural Education Teachers: A Comparison Study

    ERIC Educational Resources Information Center

    Torres, Robert M.; Lawver, Rebecca G.; Lambert, Misty D.

    2009-01-01

    The study sought to explore and compare the current level of job stress among secondary agriculture teachers in Missouri and North Carolina. The accessible populations consisted of secondary agriculture teachers (n = 252) in Missouri and (n = 118) in North Carolina. Data were collected using the Job Stress Survey (Spielberger & Vagg, 1999).…

  18. Comparing Stress Levels of Graduate and Undergraduate Pre-Service Teachers Following Their Teaching Practicums

    ERIC Educational Resources Information Center

    Geng, Gretchen; Midford, Richard; Buckworth, Jenny

    2016-01-01

    In comparison to undergraduate pre-service teachers (PSTs), graduate PSTs have previously completed a three-year bachelor degree and are enrolled in initial teacher education (ITE) programs to become a teacher. Following a review of literature on teachers' sense of stress, reflection and identity development, this study compared the stress levels…

  19. The Effects of Using the Essential Skills Inventory on Teacher Perception of High-Quality Classroom Instruction

    ERIC Educational Resources Information Center

    Sornson, Bob

    2015-01-01

    This study explores the efficacy of using the Essential Skill Inventories (ESI) to increase high-quality instruction in the early learning years. Kindergarten and first- and second-grade teachers, who were identified as using the ESI with fidelity, assessed their own teaching skills and behaviors, reflecting on these before and after use of the…

  20. Inclusion: Is It Stressful for Teachers?

    ERIC Educational Resources Information Center

    Forlin, Chris; And Others

    1996-01-01

    A study involving 225 regular primary school teachers and 42 principals in western Australia found that the inclusion of a child with a mild intellectual disability significantly increased the educators' appraisal of stress severity. Gender and special school/regular school variables were analyzed. (CR)

  1. The Congruence of Vocational Interests and the Workplace Environment: Reducing the Language Teacher Shortage

    ERIC Educational Resources Information Center

    Swanson, Peter B.

    2012-01-01

    There is a shortage of second/foreign language (S/FL) teachers in many parts of the world, and the rates of attrition are cause for alarm in North America. Canadian and US teachers' (N = 323) were administered the Self-Directed Search vocational interest inventory and the Coping in Stressful Situations scale. Results from this quantitative study…

  2. Financial stress, attitudes toward money, and scores on a Dream Inventory.

    PubMed

    Kroth, Jerry; Mann, Sonia; Cervantes, Carolina; Jaffe, Matthew; Ristic, Vera

    2010-08-01

    During stock market losses in 2009 and high unemployment, ratings on the KJP Dream Inventory were correlated with factors of the Money Attitude Scale and items on the Contemporary Financial Stress Inventory for 71 graduate students in Counseling Psychology and Education. Correlations were significant for Retention on the Money Attitude Scale with Dissociative Avoidance (-.31), Dreams of falling (.26), Risk-taking in dreams (.24), and Dreaming of being chased (.28). Also, ratings for the Money Attitude Scale of Distrust correlated with Discontentedness in dreams (.33) and Dreams of being chased (.26), Repetitive trauma (.33), Nightmares (.30), and Recurring nightmares (.35). Concern about retention in graduate school due to finances correlated with recalled frequencies of nightmares (.27) and dreams of flying (.25).

  3. Bumps in the Road: Exploring Teachers' Perceptions of Student Stress and Coping

    ERIC Educational Resources Information Center

    Sotardi, Valerie A.

    2018-01-01

    Among the most visible advocates for children is the elementary school teacher, who plays a crucial role in helping students identify and cope adaptively with stress. For teachers to perform this role successfully, there must be greater understanding of their perceptions of student stress, coping, and teacher-guided approaches for support. Using a…

  4. Teacher Stress: What It Is, Why It's Important, How It Can Be Alleviated

    ERIC Educational Resources Information Center

    Prilleltensky, Isaac; Neff, Marilyn; Bessell, Ann

    2016-01-01

    Teacher stress can be conceptualized as an imbalance between risk and protective factors. Stress emanates from risk factors at the personal, interpersonal, and organizational levels. When risk factors exceed protective factors, teacher ability to cope with adversity is inhibited, likely resulting in stress and pernicious consequences. In this…

  5. Impact of an In-Service Training in Neurocognitive Insights on Teacher Stress, Teacher Professionalism and Teacher Student Relationships

    ERIC Educational Resources Information Center

    Sneyers, Elien; Jacobs, Karen; Struyf, Elke

    2016-01-01

    The stressful nature of the teaching profession is recognised worldwide. Consistent with the recent international attention regarding the connection between neurocognition and education, the study "Learn2be@school" introduced a training for teachers about the occurrence of stress and the relationship between human behaviour and the…

  6. Emotional competence relating to perceived stress and burnout in Spanish teachers: a mediator model.

    PubMed

    Rey, Lourdes; Extremera, Natalio; Pena, Mario

    2016-01-01

    This study examined direct associations between emotional competence, perceived stress and burnout in 489 Spanish teachers. In addition, a model in which perceived stress mediated pathways linking emotional competence to teacher burnout symptoms was also examined. Results showed that emotional competence and stress were significantly correlated with teacher burnout symptoms in the expected direction. Moreover, mediational analysis indicated that perceived stress partly mediated the relationship between emotional competence and the three dimensions of burnout even when controlling for salient background characteristics. These findings suggest an underlying process by which high emotional competence may increase the capacity to cope with symptoms of burnout, by reducing the experience of stress. Implications of these findings for future research and for working with teachers to prevent burnout are discussed.

  7. Emotional competence relating to perceived stress and burnout in Spanish teachers: a mediator model

    PubMed Central

    Extremera, Natalio

    2016-01-01

    This study examined direct associations between emotional competence, perceived stress and burnout in 489 Spanish teachers. In addition, a model in which perceived stress mediated pathways linking emotional competence to teacher burnout symptoms was also examined. Results showed that emotional competence and stress were significantly correlated with teacher burnout symptoms in the expected direction. Moreover, mediational analysis indicated that perceived stress partly mediated the relationship between emotional competence and the three dimensions of burnout even when controlling for salient background characteristics. These findings suggest an underlying process by which high emotional competence may increase the capacity to cope with symptoms of burnout, by reducing the experience of stress. Implications of these findings for future research and for working with teachers to prevent burnout are discussed. PMID:27280077

  8. Psycho-Social Factors Causing Stress: A Study of Teacher Educators

    ERIC Educational Resources Information Center

    Jain, Geetika; Tyagi, Harish Kumar; Kumar, Anil

    2015-01-01

    Purpose: The present investigation was planned to determine the influence of type of personality, gender, age, qualification and experience causing stress among teacher educators at work. Method: A sample of 100 subjects from male and female teachers teaching in teacher training colleges, Delhi, India was drawn randomly. The data was collected by…

  9. The Prevention of Teacher Burnout Through Stress Management.

    ERIC Educational Resources Information Center

    Matthews, Doris B.

    The physical and emotional manifestations of burnout are described. A five-phase model is outlined for preventing extensive stress leading to teacher burnout. Phase One is predicated upon the notion that a professional cannot manage stress without the ability to identify it. Descriptions are given of the signs of physiological, psychological, and…

  10. Does Professional Development Reduce the Influence of Teacher Stress on Teacher-Child Interactions in Pre-Kindergarten Classrooms?

    ERIC Educational Resources Information Center

    Sandilos, Lia E.; Goble, Priscilla; Rimm-Kaufman, Sara E.; Pianta, Robert C.

    2018-01-01

    The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher-child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observed teacher-child interaction quality from the beginning to the end of the intervention. Participants…

  11. Stress among Secondary School Teachers in Ebonyi State, Nigeria: Suggested Interventions in the Worksite Milieu

    ERIC Educational Resources Information Center

    Nwimo, Ignatius O.; Onwunaka, Chinagorom

    2015-01-01

    The aim of the study was to determine the level of stress experienced by secondary school teachers in Ebonyi State. The dimensions of stress studied included physical stress, mental stress, emotional stress and social stress. The study adopted the cross-sectional survey design using a sample of 660 (male 259, female 401) teachers randomly drawn…

  12. Teacher Stress and Administrative Support as Predictors of Teachers' Self-Efficacy for Special Education Teachers in California's Central Valley

    ERIC Educational Resources Information Center

    Kerr, Michelle Bailey

    2013-01-01

    The purpose of this study was to examine the impact that perceived administrative support and stress had on special education teachers' self-efficacy. A survey was used to gather quantitative data from 244 special education teachers in Central California's Tulare and Fresno counties. Using correlation and regression analysis, this study found a…

  13. Teachers' Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context

    ERIC Educational Resources Information Center

    Klassen, Robert M.; Usher, Ellen L.; Bong, Mimi

    2010-01-01

    This study examines how teachers' collective efficacy (TCE), job stress, and the cultural dimension of collectivism are associated with job satisfaction for 500 teachers from Canada, Korea (South Korea or Republic of Korea), and the United States. Multigroup path analysis revealed that TCE predicted job satisfaction across settings. Job stress was…

  14. Sources and Manifestations of Stress in Female Kindergarten Teachers

    ERIC Educational Resources Information Center

    Tsai, Eva; Fung, Lena; Chow, Lina

    2006-01-01

    The study of teacher stress is not a new area of research. However, most of the published research studies have been strongly oriented towards primary and secondary school teachers. Given that the teaching environment of kindergarten differs greatly from primary and secondary schools, this study sets out to examine the sources and manifestations…

  15. Coping with Teacher Stress: A Research Synthesis for Pacific Educators. Research Series.

    ERIC Educational Resources Information Center

    Brown, Zoe Ann; Uehara, Denise L.

    This research synthesis reviews the negative effects of teacher stress, focusing on teachers in the U.S.-affiliated Pacific. It describes teaching techniques for reducing these detrimental effects and discusses the relevance of such techniques within the cultures of the Pacific region. Section 1 describes what stress is. Section 2 examines the…

  16. Occupational Stress and Coping Resources of K-12 Probationary Teachers

    ERIC Educational Resources Information Center

    Wagner, Lori A.

    2009-01-01

    The purpose of the study was to measure what factors impact the stress levels of probationary teachers who may or may not be new to the field of education, to determine what demographic characteristics are related to higher levels of stress, to determine what coping resources were successful in reducing stress, and to compare the stress levels and…

  17. The Organizational Health of Urban Elementary Schools: School Health and Teacher Functioning

    PubMed Central

    Mehta, Tara G.; Atkins, Marc S.; Frazier, Stacy L.

    2013-01-01

    This study examined the factor structure of the Organizational Health Inventory-Elementary version (OHI-E; Hoy, Tarter, & Kottkamp, 1991) in a sample of 203 teachers working in 19 high-poverty, urban schools and the association of organizational school health with teacher efficacy, teacher stress, and job satisfaction. Results indicated a similar factor structure of the OHI-E as compared with the population of schools in the original sample (Hoy et al., 1991), and that specific components of organizational health, such as a positive learning environment, are associated with teacher efficacy, stress, and satisfaction. Overall, teachers’ relations with their peers, their school leadership, and their students appear especially critical in high-poverty, urban schools. Recommendations for research and practice related to improving high-poverty, urban schools are presented. PMID:23935763

  18. The Relationship between Beginning Teachers' Stress Causes, Stress Responses, Teaching Behaviour and Attrition

    ERIC Educational Resources Information Center

    Harmsen, Ruth; Helms-Lorenz, Michelle; Maulana, Ridwan; van Veen, Klaas

    2018-01-01

    In this study, the relationships between beginning teachers' perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was…

  19. Emotion-regulation ability, role stress and teachers' mental health.

    PubMed

    Mérida-López, S; Extremera, N; Rey, L

    2017-10-01

    Work-related stressors, including role ambiguity and role conflict, are related to psychological maladjustment and mental ill-health. However, to date, the role of personal resources such as emotion-regulation ability (ERA) in the prediction of mental health indicators has not been addressed. To examine whether ERA would contribute to explaining teachers' depression, anxiety and stress symptoms beyond role ambiguity and role conflict. We carried out a cross-sectional questionnaire survey. We used a correlation matrix and hierarchical regression models to analyse the data. Three hundred and thirty-six Spanish teachers (185 female) from several grade levels completed the surveys (40% response rate). Role ambiguity and role conflict were positively related to depression, anxiety and stress symptoms. ERA was negatively related to teachers' scores on depressive, anxious and stress symptoms, with predictive power above the main effects of role ambiguity and role conflict. An interaction between role ambiguity and ERA was also significant in predicting depression. Our study provides preliminary evidence suggesting the development of integrative models considering work-related stressors along with personal resources such as ERA aiming to prevent teachers' mental ill-health. Future studies should examine the influence of ERA on psychological symptoms using longitudinal designs. © The Author 2017. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com

  20. Survey of Occupational Stress of Secondary and Elementary School Teachers and the Lessons Learned

    ERIC Educational Resources Information Center

    Pei, Wang; Guoli, Zhang

    2007-01-01

    Based on the measuring instruments used by scholars in China and abroad, we devised a questionnaire to study occupational stress of 500 secondary and elementary school teachers in Tacheng municipality in Xinjiang and examined its negative effects on teachers. They found that the occupational stress of secondary and elementary school teachers are…

  1. Management Practices: A Major Cause of Stress among Teachers.

    ERIC Educational Resources Information Center

    Mersky, Ronald

    This research studies task-based stress among teachers in a rural setting. A 51-item instrument was administered to teachers in 12 schools to determine (1) the extent of differential reactions to a wide range of task-based teaching events, as correlated with situational characteristics (sex, age, elementary or secondary affiliation, school size);…

  2. Perceived Effects of Courage to Teach Self-Reflective Practices on Teacher Stress

    ERIC Educational Resources Information Center

    Hofman, Laurene

    2012-01-01

    Teachers experience significant amounts of stress that can lead to burnout or attrition (Milhans, 2008). Creating time and space to engage in self-reflection helps teachers to reduce stress (Chang, 2009; Nollett, 2009). Courage to Teach was developed in 1994 by Parker Palmer and the Fetzer Institute in response to an identified need for developing…

  3. The Influence of High-Stakes Testing on Teacher Self-Efficacy and Job-Related Stress

    ERIC Educational Resources Information Center

    Gonzalez, Alejandro; Peters, Michelle L.; Orange, Amy; Grigsby, Bettye

    2017-01-01

    In the United States, teachers' job-related stress and self-efficacy levels across all grades are influenced in some manner by the demands of high-stakes testing. This sequential mixed-methods study aimed at examining the dynamics among assigned subject matter, teacher job-related stress, and teacher self-efficacy in a large south-eastern Texas…

  4. Validating the Riverside Acculturation Stress Inventory with Asian Americans.

    PubMed

    Miller, Matthew J; Kim, Jungeun; Benet-Martínez, Verónica

    2011-06-01

    An emerging body of empirical research highlights the impact of acculturative stress in the lives of culturally diverse populations. Therefore, to facilitate future research in this area, we conducted 3 studies to examine the psychometric properties of the Riverside Acculturation Stress Inventory (RASI; Benet-Martínez & Haritatos, 2005) and its 5 subscales in a total sample of 793 self-identified Asian American participants. The reliability and validity of RASI scores and the hypothesized 1-factor higher order model (with 1st-order factors Language Skills, Work Challenges, Intercultural Relations, Discrimination, and Cultural Isolation) of the RASI were examined in Study 1. The RASI higher order structure and score validity and reliability were examined across different generational groups in Study 2. The stability of RASI scores over a 3-week period was examined in Study 3. Overall, findings from these studies support the hypothesized structure of the RASI and indicate that this brief instrument provides reliable and valid acculturative stress scores. In addition, results suggest that RASI items are interpreted in an equivalent manner across different generations of Asian American individuals. Implications for research and assessment are discussed. 2011 APA, all rights reserved

  5. Occupational Stress, Mental Health Status and Stress Management Behaviors among Secondary School Teachers in Hong Kong

    ERIC Educational Resources Information Center

    Leung, Sharron S. K.; Mak, Yim Wah; Chui, Ying Yu; Chiang, Vico C. L.; Lee, Angel C. K.

    2009-01-01

    Objective: This study aimed to examine occupational stress and mental health among secondary school teachers in Hong Kong, and to identify the differences between those actively engaged in stress management behaviors and those who were not. Design: Survey design was adopted using validated instruments including Occupational Stress Inventory…

  6. Variables Associated with Stress and Burnout of Regular and Special Education Teachers. Final Report.

    ERIC Educational Resources Information Center

    Hudson, Floyd; Meagher, Kathleen

    The study investigated the extent of teacher stress and burnout reported by 200 certified teachers from four midwestern states and analyzed factors relating to differences in perceived stress by regular and special educators. Interview responses were analyzed according to demographic data and eight scales developed for the study: Stress Prone…

  7. Self-Reported Work and Family Stress of Female Primary Teachers.

    ERIC Educational Resources Information Center

    Thomas, Narelle; Clarke, Valerie; Lavery, Judy

    2003-01-01

    Results of a self-report questionnaire indicated that female primary teachers in Australia report moderate levels of global, work, and family stress. Time and workload pressure was the major work stressor, and responsibility for child rearing the major family stressor. Work stress and home stress both impacted on each other. (EV)

  8. Job Stress and Coping Strategies among Early Childhood Teachers in Central Taiwan

    ERIC Educational Resources Information Center

    Hung, Chih-Lun

    2012-01-01

    The purpose of this study was to explore the association between job stress and coping strategies in early childhood teachers in Central Taiwan. A quantitative approach was utilized, and data were collected from 314 participants. The results of the present study suggest that (1) early childhood teachers believed that their job stress was due to a…

  9. Mindfulness in Teacher Education: A Constructivist Approach to Stress Reduction for Teacher Candidates and Their Students

    ERIC Educational Resources Information Center

    Hartigan, Barbara F.

    2017-01-01

    Mindfulness in teacher education, and especially early childhood special education, offers new teachers self-help methodologies that can relieve their personal stress while passing along these same strategies to the special education students in their classrooms. This study explores a constructivist approach to learning mindfulness in teacher…

  10. Self-rating inventory for posttraumatic stress disorder: review of the psychometric properties of a new brief Dutch screening instrument.

    PubMed

    Hovens, J E; Bramsen, I; van der Ploeg, H M

    2002-06-01

    The Self-rating Inventory for Posttraumatic Stress Disorder of 22 items was developed for use with populations without identified traumatic experiences. The inventory has been used extensively in survey research in The Netherlands. This paper examines the psychometric properties. In four different groups (trauma and psychiatric patients, elderly Dutch subjects, former peacekeepers, and medical students) internal consistency, test-retest reliability, concurrent and discriminant validity, and sensitivity and specificity are analyzed. The inventory showed good internal consistency, test-retest reliability, concurrent and discriminant validity, and high sensitivity and specificity. It appears to be valuable for survey research on posttraumatic stress in nonselected populations. As a screening device, high sensitivity for PTSD symptoms is evident even when the traumatic event has not been defined.

  11. Stress Management Strategies of Secondary School Teachers in Nigeria. Short Report

    ERIC Educational Resources Information Center

    Arikewuyo, M. Olalekan

    2004-01-01

    The study provides empirical evidence for the management of stress by teachers of secondary schools in Nigeria. A total of 3466 teachers, drawn from secondary schools in Ogun State of Nigeria, returned their questionnaire for the study. Data were analysed using simple percentage and chi-square. The findings indicate that teachers frequently use…

  12. An Investigation into How Female Teachers Manage Stress and Teacher Burnout: A Case Study of West Akim Municipality of Ghana

    ERIC Educational Resources Information Center

    Addison, Asonaba Kofi; Yankyera, George

    2015-01-01

    The purpose of this study was to investigate into how female teachers in Asamankese Circuit II in West Akim Municipality of Ghana Education Service manage stress and teacher burnout, and explore the causes, effects, and ways of improving work-related stress for better standard of education. The study was conducted with qualitative research…

  13. Parents' and teachers' perceptions of adolescent storm and stress: relations with parenting and teaching styles.

    PubMed

    Hines, Allyn R; Paulson, Sharon E

    2006-01-01

    The purpose of this study was to determine if parents and teachers differed in their views of adolescent storm and stress, and to examine the relations of these reported perceptions with parenting and teaching behaviors. Subjects were parents and teachers of middle and high school students in three school districts in the Midwest. Storm and stress beliefs were identified as parents' and teachers' perceptions of conflict, moodiness, and risk-taking behavior. Scales assessing classic/conforming and positive adolescent behaviors also were included. Self-report assessments of parenting and teaching were administered as well. Results indicated that whereas both parents and teachers held storm and stress beliefs, teachers maintained stronger perceptions than parents. Teachers also endorsed higher classic/conforming and lower positive behaviors than did parents. The results further indicated that parents' perceptions of storm and stress were related to their degree of parental responsiveness; but teachers' perceptions were not related to their teaching style. These results suggest that stereotypic beliefs of the adolescent period continue to be maintained, and that these may influence how adults interact with adolescents.

  14. Special Education Teachers under Stress: Evidence from a Greek National Study

    ERIC Educational Resources Information Center

    Kokkinos, Constantinos M.; Davazoglou, Aggeliki M.

    2009-01-01

    The present study examines the sources of job stress in a national sample of 373 Greek special education teachers, using a self-report questionnaire assessing job stress, its perceived sources, and its demographic and professional characteristics. Although the participants in general considered their job moderately stressful, they felt stressed by…

  15. An investigation of coping strategies associated with job stress in teachers.

    PubMed

    Griffith, J; Steptoe, A; Cropley, M

    1999-12-01

    School teaching is regarded as a stressful occupation, but the perception of the job as stressful may be influenced by coping responses and social support. To assess the associations between teacher stress, psychological coping responses and social support, taking into account the plaintive set engendered by negative affectivity. Questionnaire survey of 780 primary and secondary school teachers (53.5% response rate). In stepwise multiple regression, social support at work and the coping responses behavioural disengagement and suppression of competing activities predicted job stress independently of age, gender, class size, occupational grade and negative affectivity. High job stress was associated with low social support at work and greater use of coping by disengagement and suppression of competing activities. It is suggested that behavioural disengagement and suppression of competing activities are maladaptive responses in a teaching environment and may actually contribute to job stress. Coping and social support not only moderate the impact of stressors on well-being but influence the appraisal of environmental demands as stressful.

  16. The effects of human relations training on reported teacher stress, pupil control ideology and locus of control.

    PubMed

    Hall, E; Hall, C; Abaci, R

    1997-12-01

    This study presents the reported outcomes of a two-year, part-time Masters' programme in human relations using an experiential learning methodology based mainly on humanistic psychological theory. The following hypotheses were examined. That as a result of the two-year programme: the experience of reported stress would be reduced; reported attitudes to student classroom control would shift from custodial to humanistic; there would be an increase in reports from participants of a sense of control over their lives; changes of behaviour in work, social settings and at home related to these three variables would be reported. Involved in the study were 42 experienced teachers. These included 32 women and 10 men, with an average age of 35, who worked in a wide range of educational institutions. Their learning style preferences were also considered as independent variables. A control group of 42 was established with similar demographic characteristics. Prior to the course, the experimental group and the control group were given the Maslach Burnout Inventory and the Pupil Control Ideology Form. In the early stages of the course, the experimental group completed the Kolb Learning Style Inventory and an informal measure of locus of control which was repeated at the end of the first year of the course. A sample of 32 from the experimental group were given semi-structured interviews relating to changes in their professional and personal lives. The results indicated that, following the training, there was a reduction in reported stress, indications of a more humanistic orientation towards pupil control and an increase in a sense of an internal locus of control. The quantitative data were confirmed by qualitative data generated from semi-structured interviews, which involved substantial reports of applications of the training in their professional and personal lives. These results provide support for including experiential human relations training as part of both the in

  17. Nurse teacher stress in Northern Ireland.

    PubMed

    Hunter, P; Houghton, D M

    1993-08-01

    Occupational stress among a 60% sample of all nurse tutors in Northern Ireland was investigated by means of the General Health Questionnaire (GHQ), Maslach Burnout Inventory and a stress questionnaire. Seventy per cent of tutors judged themselves to be worse or much worse than usual on 45% of GHQ items. Significant levels of moderate and high burnout were discovered on the sub-scales of emotional exhaustion and depersonalization, with an almost unanimous (95%) report of high burnout arising out of feelings of lack of personal accomplishment. Male nurse tutors reported more frequent and more intense signs of burnout than their female counterparts at a statistically significant level of difference in emotional exhaustion (P = 0.028 and P = 0.003 respectively) and in depersonalization (P < 0.003 and P = 0.007 respectively). The work stressor most commonly identified by tutors (72%) was that of experiencing too little time to perform their duties to their satisfaction. The most common request for help to alleviate workplace stress (61%) was for more support and appreciation from their seniors.

  18. Work stress among university teachers: gender and position differences.

    PubMed

    Slišković, Ana; Maslić Seršić, Darja

    2011-12-01

    The aim of this study was to investigate exposure to stress at work in university teachers and see if there were differences between men and women as well as between positions. The study was carried out online and included a representative sample of 1,168 teachers employed at universities in Croatia. This included all teaching positions: assistants (50%), assistant professors (18%), associate professors (17%), and full professors (15%). Fifty-seven percent of the sample were women. The participants answered a questionnaire of our own design that measured six groups of stressors: workload, material and technical conditions at work, relationships with colleagues at work, work with students, work organisation, and social recognition and status. Women reported greater stress than men. Assistant professors, associate professors, and full professors reported greater stress related to material and technical conditions of work and work organisation than assistants, who, in turn, found relationships with colleagues a greater stressor. Full professors, reported lower exposure to stress at work than associate professors, assistant professors, and assistants.

  19. Reducing Teacher Stress by Implementing Collaborative Problem Solving in a School Setting

    ERIC Educational Resources Information Center

    Schaubman, Averi; Stetson, Erica; Plog, Amy

    2011-01-01

    Student behavior affects teacher stress levels and the student-teacher relationship. In this pilot study, teachers were trained in Collaborative Problem Solving (CPS), a cognitive-behavioral model that explains challenging behavior as the result of underlying deficits in the areas of flexibility/adaptability, frustration tolerance, and problem…

  20. How to Cope with Stress in Special Needs Education? Stress-Inducing Dysfunctional Cognitions of Teacher Students: The Perspective of Professionalisation

    ERIC Educational Resources Information Center

    Kiel, Ewald; Heimlich, Ulrich; Markowetz, Reinhard; Braun, Annika; Weiß, Sabine

    2016-01-01

    The goal of the present study is to identify prospective special education teachers (SETs) who may have difficulties in coping with occupational stresses and burdens. International comparative studies show that SETs have a higher level of stress than their colleagues who work in the general school system. Compared with teachers in regular schools,…

  1. Coping Patterns and Stress in Women Teachers.

    ERIC Educational Resources Information Center

    McMurray, J. G.

    Popular opinion suggests that teaching is a stressful profession. A dissenting view is supported in this investigation of women teachers in five Canadian provinces. Self-report attitudinal questionnaires containing 26 items were mailed to a sample of 940 elementary and secondary school principals in eight Western and Eastern Canadian provinces.…

  2. Stress Prevention and Mindfulness: A Psychoeducational and Support Group for Teachers

    ERIC Educational Resources Information Center

    Reiser, Jenson E.; Murphy, Susan L.; McCarthy, Christopher J.

    2016-01-01

    A stress prevention and mindfulness (SPAM) group is described, which is a 6-week psychoeducational and support group for teachers. The group incorporated psychoeducation about stress and utilized elements of Mindfulness-Based Stress Reduction (MBSR). The group was implemented in a public charter school in the Southwest. Preliminary evaluation…

  3. Stress and Resilience among EF: Teachers: An Interview Study of an Indonesian Junior High School Teacher

    ERIC Educational Resources Information Center

    Rizqi, M. Ainur

    2017-01-01

    While stress remains a classic problem in teaching, the concept of resilience is central to help teachers find the joy of their teaching and make them stay longer at the job. This study involved one EFL teacher who had more than a five years' teaching experience, and was regarded as capable, not only of maintaining her positive commitment, but…

  4. Lehrerbelastungsforschung -- Erweiterung durch ein handlungpsychologisches Belastungskonzept (Research on Teacher's Ability To Cope with Stress -- A Broadening of the Approach by Including a Psychology of Action-Concept of Stress).

    ERIC Educational Resources Information Center

    Krause, Andreas

    2003-01-01

    Reveals that most research on teacher stress relies on personal accounts. Presents a psychology of action-concept of stress and that has been transferred to teacher's instructional activities. Argues that this psychology of action concept of stress helps develop an understanding of teachers' work and what may lead to psychological stress. (CAJ)

  5. Teacher role stress, satisfaction, commitment, and intentions to leave: a structural model.

    PubMed

    Conley, Sharon; You, Sukkyung

    2009-12-01

    Structural equation modeling was used to assess the plausibility of a conceptual model specifying hypothesized linkages among teachers' perceptions of the role stresses of role ambiguity, role conflict, and role overload and commitment, satisfaction, and intentions to leave their employing school. 178 teachers in four high schools in a southern coastal region of California responded to survey questions designed to capture the above constructs. Confirmatory factor analysis was used to assess whether the role-stress items fit hypothesized constructs. Structural equation modeling results indicated that satisfaction and commitment are two mediators in the role stresses-intentions to leave relationship.

  6. Validation of the Brazilian version of the 'Spanish Burnout Inventory' in teachers.

    PubMed

    Gil-Monte, Pedro R; Carlotto, Mary Sandra; Câmara, Sheila Gonçalves

    2010-02-01

    To assess factorial validity and internal consistency of the Brazilian version of the 'Spanish Burnout Inventory' (SBI). The translation process of the SBI into Brazilian Portuguese included translation, back translation, and semantic equivalence. A confirmatory factor analysis was carried out using a four-factor model, which was similar to the original SBI. The sample consisted of 714 teachers working in schools in the metropolitan area of the city of Porto Alegre, Southern Brazil, in 2008. The instrument comprises 20 items and four subscales: Enthusiasm towards job (5 items), Psychological exhaustion (4 items), Indolence (6 items), and Guilt (5 items). The model was analyzed using LISREL 8. Goodness-of-Fit statistics showed that the hypothesized model had adequate fit: chi2(164) = 605.86 (p<0.000); Goodness-of-Fit Index = 0.92; Adjusted Goodness-of-Fit Index = 0.90; Root Mean Square Error of Approximation = 0.062; Nonnormed Fit Index = 0.91; Comparative Fit Index = 0.92; and Parsimony Normed Fit Index = 0.77. Cronbach's alpha measures for all subscales were higher than 0.70. The study showed that the SBI has adequate factorial validity and internal consistency to assess burnout in Brazilian teachers.

  7. Pupil Control Ideology as a Source of Stress: The Student Teacher's Dilemma.

    ERIC Educational Resources Information Center

    Jones, Dan R.

    One type of adaptation made by each student teacher is the development of attitudes toward controlling pupils. The student teachers' attitudes toward pupil control may be at odds with those of other educators and this difference in attitude, particularly in the case of the cooperating teacher, can cause stress. Attitudes toward pupil control can…

  8. Child Teacher Relationship Training (CTRT) with Children Exhibiting Disruptive Behavior: Effects on Teachers' Ability to Provide Emotional and Relational Support to Students and on Student-Teachers Relationship Stress

    ERIC Educational Resources Information Center

    Pronchenko-Jain, Yulia

    2012-01-01

    This study investigated the impact of child teacher relationship training (CTRT) on teachers' ability to provide emotional support in the classroom, teachers' use of relationship-building skills, and teachers' level of stress related to the student-child relationship. Teachers and aides from one Head Start school were randomly…

  9. Predicting Secondary Agriculture Teachers' Job Stress from Selected Personal, Family, and Work-Related Characteristics

    ERIC Educational Resources Information Center

    Torres, Robert M.; Lambert, Misty D.; Lawver, Rebecca G.

    2010-01-01

    The study sought to describe the characteristics and explain the current level of job stress among secondary agriculture teachers. The sample consisted of 370 secondary agriculture teachers. Data were collected using the Job Stress Survey (Spielberger & Vagg, 1999). From the findings it was concluded that the average secondary agriculture teacher…

  10. The role of school organizational climate in occupational stress among secondary school teachers in Tehran.

    PubMed

    Ahghar, Ghodsy

    2008-01-01

    This paper aims at studying the influence of the organizational climate of a school on the occupational stress of the teachers. The study population were all secondary schools teachers in Tehran in 2007. Using a multi-stage random sampling method, a sample volume of 220 people was determined using the Cochran formula. Two main instruments were used to measure the study variables: a 27-item questionnaire on organizational climate (four scales: open, engaged, disengaged and closed organizational climate, and a 53-item occupational stress questionnaire by Vingerhoets, employing 11 scales: Skill Discretion, Decision Authority, Task Control, Work and Time Pressure, Role Ambiguity, Physical Exertion, Hazardous Exposure, Job Insecurity, Lack of Meaningfulness, Social Support from Supervisor and Social Support from Coworkers. The frequency, percentage, and mean values were calculated and a stepwise regression analysis was performed to evaluate the statistical significance of the findings. The study results revealed that: (a) 40.02% of secondary school teachers experience occupational stress at a moderate or higher level; (b) the rate of occupational stress among teachers can be predicted. using the scores on the school organizational climate; this predictability is highest for the open climate and gradually decreases through the engaged, and disengaged to the closed climate; (c) among the teachers working in the disengaged and closed climate, the rate of occupational stress significantly exceeds that recorded among the teachers working in the open climate.

  11. Bibliotherapy Revisited: Issues in Classroom Management. Developing Teachers' Awareness and Techniques to Help Children Cope Effectively with Stressful Situations

    ERIC Educational Resources Information Center

    Jackson, Marilyn N. Malloy

    2006-01-01

    Are teachers aware of the stress in their classrooms? Do teachers plan for stress control? Educators need to understand why stress is a part of classroom life and how it affects the teacher-student relationship. Bibliotherapy can be an intervention in stress management through books. The use of appropriate reading material to help solve emotional…

  12. Secondary Traumatic Stress in Public School Teachers: Contributing and Mitigating Factors

    ERIC Educational Resources Information Center

    Caringi, James C.; Stanick, Cameo; Trautman, Ashley; Crosby, Lindsay; Devlin, Mary; Adams, Stephanie

    2015-01-01

    Although research has examined secondary traumatic stress (STS) among mental health workers, child welfare workers, and other human service professionals, such examination among public school teachers has only recently begun. This study represents the first investigation to examine the factors that influence STS levels in public School teachers.…

  13. The Role of Experiential Avoidance in Teacher Stress and Mental Health

    ERIC Educational Resources Information Center

    Hinds, Erika D.

    2013-01-01

    Job dissatisfaction in American public school teachers is at its lowest in 20 years. Workplace stress is a primary factor associated with job dissatisfaction, and teachers are exposed to a range of potential stressors including student problem behavior, difficult interpersonal interactions, and job insecurity. Research has shown significant and…

  14. Investigation of Techno-Stress Levels of Teachers Who Were Included in Technology Integration Processes

    ERIC Educational Resources Information Center

    Çoklar, Ahmet Naci; Efilti, Erkan; Sahin, Yusef Levent; Akçay, Arif

    2016-01-01

    Techno-stress is defined as a modern adaptation disorder resulting from the failure in coping with new technologies in a healthy way. Techno-stress affects many occupational groups, including teachers. FATIH project and many other previous studies conducted in Turkey in recent years have necessitated the use of technology for teachers. The present…

  15. Estimation and correlation of stress and cholesterol levels in college teachers and housewives of Hyderabad-Pakistan.

    PubMed

    Wattoo, Feroza Hamid; Memon, Muhammad Saleh; Memon, Allah Nawaz; Wattoo, Muhammad Hamid Sarwar; Tirmizi, Syed Ahmed; Iqbal, Javed

    2008-01-01

    To evaluate environmental, psychological and physiological stresses in college teachers and housewives, and to correlate with their serum total cholesterol, HDL cholesterol, and LDL cholesterol, and triglyceride levels. This cohort study was performed at the Institute of Biochemistry, University of Sindh, Jamshoro, Pakistan during 2003-2005. Eighty females from middle socioeconomic groups, college teachers (40) and housewives (40) aged between 25-45 years participated in this study and subjects were selected from Hyderabad and its adjoining areas. Environmental, psychological and physiological stress levels were measured with Likert scale. Total cholesterol, LDL cholesterol and HDL cholesterol were measured by CHOD-PAP method and triglyceride levels were measured by GPO method. Housewives had high levels of total cholesterol, LDL cholesterol and triglyceride but low levels of HDL cholesterol were found in college teachers. Environmental, psychological and physiological stresses were significantly higher in housewives as compared to college teachers. Housewives were under more stress than college teachers. High levels of total cholesterol, LDL cholesterol and triglyceride but low levels of HDL cholesterol were found in housewives compared to college teachers.

  16. Using Stress Balls to Focus the Attention of Sixth-Grade Learners

    ERIC Educational Resources Information Center

    Stalvey, Sheryl; Brasell, Heather

    2006-01-01

    This pilot study investigated the effects of allowing sixth-grade students in a rural south Georgia school to use stress balls during direct instruction and independent practice. Data from learning style inventories, surveys, journals, teacher observations, and formal assessments were collected for 29 sixth-grade students in a language arts class.…

  17. A study of the State-Trait Anxiety Inventory and the assessment of stress under simulated conditions.

    DOT National Transportation Integrated Search

    1972-05-01

    One approach to the measurement of stress in ATC and other aviation personnel is through assessment of anxiety. One means of accomplishing this is to use the State-Trait Anxiety Inventory (STAI), a 40-item self-report technique. In order to determine...

  18. Perceptions of Stress among Native American and Hispanic K-5 Teachers

    ERIC Educational Resources Information Center

    Lotz-Drlik, Jane Elizabeth

    2012-01-01

    Within the context of a nationwide shortage of teachers of color, stable enrollment of Native American students, and increasing enrollments of Hispanic students, the purpose of this study was to examine self-reported stress among Native American, Hispanic, and Caucasian K-5 teachers. This was a mixed-methods study, with both quantitative and…

  19. Towards the Identification and Management of Stress in British Teachers.

    ERIC Educational Resources Information Center

    Brown, Marie; Ralph, Sue

    In many countries today teaching has been identified as one of the most stressful occupations. The total annual cost of stress to the British Education Service has been estimated as high as 360 million U.S. dollars. The objective of this research study with teachers in the Department of Education at the University of Manchester was to identify…

  20. Gender and Age as Moderators of the Relationship between the Efficacy of Vocational Teachers' Personal Resources and Strain.

    ERIC Educational Resources Information Center

    Pithers, Robert T.; Soden, Rebecca

    2002-01-01

    Results of the Occupational Stress Inventory completed by 256 vocational teachers showed a significant negative relationship between personal resources (recreation, self-care, social support, rational/cognitive) and occupational strain, differing by gender, age, and type of strain (vocational, psychological, interpersonal, physical). Women and…

  1. Frozen and Forgotten: Stress among Alaskan Bush Teachers.

    ERIC Educational Resources Information Center

    Grubis, Steve

    High teacher attrition in rural Alaska is abetted by stress induced by the culturally and environmentally differing milieus of the arctic and sub-arctic. Severe climatic conditions curtail traditional activities, and confined isolated settings place strain on personal relationships and heighten irritability, anxiety, and anger, often leading to…

  2. Informal Reading Inventories and ELL Students

    ERIC Educational Resources Information Center

    Gandy, Sandra E.

    2013-01-01

    With the increasing amount of testing taking place in classrooms, teachers may question how appropriate those assessments are for the growing numbers of English language learners (ELLs) in the United States. One of the assessment options for classroom teachers is the informal reading inventory (IRI), which is the most frequently used assessment…

  3. Occupational Stress, Negative Affectivity and Physical Health in Special and General Education Teachers in Greece

    ERIC Educational Resources Information Center

    Lazuras, Lambros

    2006-01-01

    Teacher stress has attracted considerable attention, yet few studies have focused on special education teachers. This article, by Lambros Lazuras of the South-East European Research Centre (SEERC) in Thessaloniki, reports research designed to explore differences in the stress levels of general and special educators in Greece and provides…

  4. Teacher Stress: Complex Model Building with LISREL. Pedagogical Reports, No. 16.

    ERIC Educational Resources Information Center

    Tellenback, Sten

    This paper presents a complex causal model of teacher stress based on data received from the responses of 1,466 teachers from Malmo, Sweden to a questionnaire. Also presented is a method for treating the model variables as higher-order factors or higher-order theoretical constructs. The paper's introduction presents a brief review of teacher…

  5. Parental stress, family quality of life, and family-teacher partnerships: Families of children with autism spectrum disorder.

    PubMed

    Hsiao, Yun-Ju; Higgins, Kyle; Pierce, Tom; Whitby, Peggy J Schaefer; Tandy, Richard D

    2017-11-01

    Reducing parental stress and improving family quality of Life (FQOL) are continuing concerns for families of children with autism spectrum disorder (ASD). Family-teacher partnerships have been identified as a positive factor to help parents reduce their stress and improve their FQOL. However, the interrelations among parental stress, FQOL, and family-teacher partnerships need to be further examined so as to identify the possible paths to help parents reduce their stress and improve their FQOL. The purpose of this study was to examine the interrelations among these three variables. A total of 236 parents of school children with ASD completed questionnaires, which included three measures: (a) the Beach Center Family Quality of Life Scale, (b) the Parental Stress Scale, and (c) the Beach Center Family-Professional Partnerships Scale. The structural equation modeling was used to analyze the interrelations among these three variables. Perceived parental stress had a direct effect on parental satisfaction concerning FQOL and vice versa. Perceived family-teacher partnerships had a direct effect on FQOL, but did not have a direct effect on parental stress. However, family-teacher partnerships had an indirect effect on parental stress through FQOL. Reducing parental stress could improve FQOL for families of children with ASD and vice versa. Strong family-teacher partnerships could help parents of children with ASD improve their FQOL and indirectly reduce their stress. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. Stress, Biases, or Professionalism: What Drives Teachers' Referral Judgments of Students with Challenging Behaviors?

    ERIC Educational Resources Information Center

    Abidin, Richard R.; Robinson, Lina L.

    2002-01-01

    This study explored relative contributions of variables underlying 30 elementary teachers' referral judgments. Best predictors of referral were teachers' judgments about presence of behavioral problems and students' academic competence, while demography, off-task behavior, and teachers' stress failed to contribute significantly. (Contains…

  7. Spiritual Practices as a Means of Coping with and Ameliorating Stress to Reduce Teacher Attrition

    ERIC Educational Resources Information Center

    Hartwick, James M. M.; Kang, Shin Ji

    2013-01-01

    Teacher attrition has been a serious problem in maintaining quality education in the United States. Although the research produced extensive documentation on teachers' stress and attrition, little attention has been paid to their spiritual stress coping strategies. This article documents various spiritual practices as a means of coping with…

  8. Mindfulness for Teachers: A Pilot Study to Assess Effects on Stress, Burnout, and Teaching Efficacy

    ERIC Educational Resources Information Center

    Flook, Lisa; Goldberg, Simon B.; Pinger, Laura; Bonus, Katherine; Davidson, Richard J.

    2013-01-01

    Despite the crucial role of teachers in fostering children's academic learning and social-emotional well-being, addressing teacher stress in the classroom remains a significant challenge in education. This study reports results from a randomized controlled pilot trial of a modified Mindfulness-Based Stress Reduction course (mMBSR) adapted…

  9. Utility of the Trauma Symptom Inventory's Atypical Response Scale in Detecting Malingered Post-Traumatic Stress Disorder

    ERIC Educational Resources Information Center

    Elhai, Jon D.; Gray, Matthew J.; Naifeh, James A.; Butcher, Jimmie J.; Davis, Joanne L.; Falsetti, Sherry A.; Best, Connie L.

    2005-01-01

    The authors examined the Trauma Symptom Inventorys (TSI) ability to discriminate 88 student post-traumatic stress disorder (PTSD) simulators screened for genuine PTSD from 48 clinical PTSD-diagnosed outpatients. Results demonstrated between-group differences on several TSI clinical scales and the Atypical Response (ATR) validity scale.…

  10. Reliability and validity of the student stress inventory-stress manifestations questionnaire and its association with personal and academic factors in university students.

    PubMed

    Simonelli-Muñoz, Agustín J; Balanza, Serafín; Rivera-Caravaca, José Miguel; Vera-Catalán, Tomás; Lorente, Ana María; Gallego-Gómez, Juana I

    2018-05-01

    Stress affects us in every environment and it is also present in the educational sphere. Previous studies have reported a high prevalence of stress in university students. The Student Stress Inventory-Stress Manifestations (SSI-SM), identify stressors and evaluate stress manifestations in adolescents but its validity in university students remains uncertain. We aimed to determine the internal consistency and validity of an adapted version of the Student Stress Inventory-Stress Manifestations (SSI-SM) for university students and to investigate if high stress levels are associated with personal and academic factors. In this quantitative, descriptive, cross-sectional study, we included 115 university students of the Nursing Degree during the second semester of the 2014/2015 academic year. Information about personal issues, lifestyle and academic performance was recorded and the stress was evaluated with the SSI-SM questionnaire. The internal consistency and homogeneity of the SSI-SM questionnaire was tested and a factorial analysis was performed. After the homogeneity analysis, the final version of the SSI-SM questionnaire included 19 items, with a Cronbach's alpha of 0.924. In the factorial analysis, 4 factors were found ('Self-concept', 'Sociability', 'Uncertainty' and 'Somatization'; all Cronbach's alpha >0.700). Students with higher values on the SSI-SM were, in overall, women (41.0 ± 12.7 vs. 33.2 ± 9.5; p = 0.001) and had significantly more family conflicts (47.6 ± 13.8 vs. 35.2 ± 9.6; p < 0.001), consumed less alcohol (R = -0.184, p = 0.048), slept less hours (R = -0.193, p = 0.038) and had worse academic performance in Clinical Nursing (36.3 ± 10.4 vs. 41.2 ± 13.3, p = 0.039). After exclude three items of the original SSI-SM, higher scores in the SSI-SM are correlated with stress level in a cohort of university students of the Nursing Degree. Family conflicts, female gender, absence of alcohol

  11. Job-Stress and Burnout of the Venezuelan Teachers: Related to Educational Systems Change (Educacion Basica).

    ERIC Educational Resources Information Center

    Kim, Young Mi; And Others

    Beginning with a review of the increasing literature concerning job-related teacher stress, this study examines the particular stress and burnout experiences of school teachers in Venezuela since the incorporation by law in 1980 of "Educacion Basica" (basic education) as a new level of the school system (grades 1-9). To compare teachers…

  12. Burnout among Teachers: Students' and Teachers' Perceptions Compared

    ERIC Educational Resources Information Center

    Evers, Will J. G.; Tomic, Welko; Brouwers, Andre

    2004-01-01

    The aim of this study was to explore students' and teachers' perceptions of teacher burnout in relation to the occurrence of disruptive student classroom behaviour and the teachers' competence to cope with this kind of behaviour. First, the study shows that the Maslach Burnout Inventory, the Coping with Disruptive Behaviour Scale and the Perceived…

  13. The Effect of High-Stakes Examination Systems on Teacher Beliefs: Egyptian Teachers' Conceptions of Assessment

    ERIC Educational Resources Information Center

    Gebril, Atta; Brown, Gavin T. L.

    2014-01-01

    Egypt is currently attempting to introduce a greater formative use of assessment while maintaining a public examination system. This study investigates teacher beliefs about the purposes of assessment in Egypt, using the Teachers' Conceptions of Assessment (TCoA) inventory. The TCoA inventory elicits responses about four main factors: Improvement,…

  14. Seeking Restorative Experiences: Elementary School Teachers' Choices for Places that Enable Coping with Stress

    ERIC Educational Resources Information Center

    Gulwadi, Gowri Betrabet

    2006-01-01

    Teacher stress and coping research and restorative environments research were converged in this study to explore how elementary school teachers in Chicago seek out everyday places in their milieu to implement restorative coping strategies. Seventy-one survey responses revealed that teachers' spontaneous place choices are related to sources of…

  15. A Study of Occupational Stress and Organizational Climate of Higher Secondary Teachers

    ERIC Educational Resources Information Center

    Benedicta, A. Sneha

    2014-01-01

    This study mainly aims to describe the occupational stress and organizational climate of higher secondary teachers with regard to gender, locality, family type, experience and type of management. Simple random sampling technique was adopted for the selection of sample. The data is collected from 200 higher secondary teachers from government and…

  16. Reducing Teacher Stress.

    ERIC Educational Resources Information Center

    Docking, R. A.; Docking, E.

    1984-01-01

    Reports on a case study of inservice training conducted to enhance the teacher/student relationship and reduce teacher anxiety. Found significant improvements in attitudes, classroom management activities, and lower anxiety among teachers. (MD)

  17. Aggression in Teachers is Related to Role Conflict and Role Ambiguity as Occupational Stress.

    PubMed

    Kanchika, Masaru; Iwasaki, Shinichi; Konish, Akihito; Deguchi, Yasuhiko; Kobayashi, Yumi; Nakada, Akihiro; Inoue, Koki

    2015-12-01

    Aggression in the workplace is increasingly recognized as a serious problem, but there are few studies about worker aggression toward outsiders in the workplace. We investigated the association between aggression and occupational stress among teachers. This was a cross-sectional study of 1583 teachers, principals, and vice-principals. Aggression was measured using the Japanese version of the Buss-Perry Aggression Questionnaire (BAQ). The survey respondents were classified into tertiles according to the BAQ score. The high BAQ group was defined as the upper tertile for the BAQ total score (BAQ total score 625). Occupational stress was measured using the Japanese version of the Generic Job Stress Questionnaire. Comparisons among the groups were performed using multiple logistic regression analysis. Of the 1583 respondents, 488 were included in the high BAQ group. After adjusting for demographic and occupational variables, high role conflict and role ambiguity were significantly associated with belonging to the high BAQ group. In subscales of the BAQ, high role conflict and role ambiguity related to high levels of hostility, and physical aggression. Occupational stress such as role conflict and role ambiguity was associated with aggression among teachers. It is necessary to reduce problems which relates to role conflict and role ambiguity for preventing teachers' aggression.

  18. Stress Sources and Manifestations in a Nationwide Sample of Pre-Primary, Primary, and Secondary Educators in Greece.

    PubMed

    Kourmousi, Ntina; Alexopoulos, Evangelos C

    2016-01-01

    Teachers experience high levels of stress as a result of their professional duties, and research has shown a growing interest in this phenomenon during the recent years. Aim of this study was to explore the associations of stress sources and manifestations with individual and job-related characteristics in educators of all levels. In a cross-sectional design, following an informative e-campaign on the study aims through the official and the main teachers' portals in Greece, respondents completed online the teachers stress inventory (TSI) and the 14-item Perceived Stress Scale. Nine hundred seventy-four male and 2473 female pre-primary, primary, and secondary educators with a mean age of 41.2 years responded. Women and younger teachers reported significantly higher levels of stress, mainly due to lack of time and other work-related stressors, and also more emotional and gastronomic manifestations. Increased age and working experience were associated with lower levels of several stress sources. Teachers of administrative positions had increased time management stressors, but less professional distress, professional investment, and discipline and motivation stressors. Additionally, working and residing far from family increased teachers' stress levels associated with control, motivation, and investment. Teachers of pre-primary education had reduced professional investment and motivation stress factors, while vocational lyceum teachers of secondary education reported less work-related stressors and manifestations and more discipline and motivation-related ones. Having students supported or in need of support from special educators and students with difficulties in speaking or comprehension was associated with most of the teachers' stress sources and manifestations (i.e., TSI subscales). Finally, colleagues' and mainly supervisors' support seemed to provide a strong and consistent protection against both stress sources and manifestations. Stress factors and

  19. Conventional wisdom is a poor predictor of the relationship between discipline policy, student misbehaviour and teacher stress.

    PubMed

    Hart, P M; Wearing, A J; Conn, M

    1995-03-01

    Will an effective discipline policy improve student misbehaviour and result in a reduction of teacher stress? It is commonly believed that student misbehaviour is a major cause of teacher stress, and that the degree of student misbehaviour is reflected in student suspension rates. Moreover, it is believed that student misbehaviour can be reduced by improving a school's discipline policy through the collaborative efforts of whole school communities. As a result of growing concern about student misbehaviour and teacher stress, a Whole School Approach to Discipline and Student Welfare programme was implemented throughout the Australian state of Victoria. This paper reports on the evaluation studies that were conducted to assess the effectiveness of the programme and examine the assumptions which underpinned its implementation. Data were obtained from 4,072 primary and secondary school teachers. Although longitudinal analyses suggested that the programme was effective in reducing teacher stress, there was no mean change in student misbehaviour. Structural equation analyses showed that there was little relationship between a school's discipline policy and the perceived level of student misbehaviour. It was also found that student suspension rates were not related to student misbehaviour, but could be predicted on the basis of a school's discipline policy and the self-esteem of teachers. Two and three wave causal analyses also demonstrated the problems associated with using cross-sectional research to support major policy decisions. Overall, these studies showed that there is little point in trying to reduce teacher stress by reducing student misbehaviour. Rather, it is more appropriate to develop a supportive organisational climate that enables teachers to cope with the student misbehaviour that confronts them.

  20. Developing Learning Style Inventory for Effective Instructional Design

    ERIC Educational Resources Information Center

    Guven, Bulent; Ozbek, Ozge

    2007-01-01

    In the process of education, instead of classifying students according to their insufficiency, teachers should try to get to know them and determine their cognitive, sensorial, and kinetic characteristics. This study on improving learning style inventory, which aims to help classroom teachers determine students' attributes in individualized…

  1. Sources of Occupational Stress for Teachers of Students with Emotional and Behavioral Disorders.

    ERIC Educational Resources Information Center

    Nelson, J. Ron; Maculan, Amelia; Roberts, Maura L.; Ohlund, Barbara J.

    2001-01-01

    Occupational stress ratings from 415 teachers of students with emotional/behavioral disorders (EBD) was modeled by regression, using teacher demographic characteristics, working conditions, and the ability to work with children with EBD as factors. All working condition variables, professional experience, and ability to work with externalizing…

  2. Coping with Stress in the Special Education Classroom: Can Individual Teachers More Effectively Manage Stress?. ERIC Digest #E545.

    ERIC Educational Resources Information Center

    Brownell, Mary

    This digest discusses why special education teachers may become stressed by role overload and lack of autonomy, and presents strategies for successfully managing stresses related to teaching. Strategies include: (1) setting realistic expectations; (2) making distinctions between job and personal life; (3) finding ways to exercise professional…

  3. The physical effects of aromatherapy in alleviating work-related stress on elementary school teachers in taiwan.

    PubMed

    Liu, Shing-Hong; Lin, Tzu-Hsin; Chang, Kang-Ming

    2013-01-01

    People use aromatherapy to relieve the symptoms of physical and psychological stress. However, previous studies have not precisely clarified a scientific basis for the beneficial effects of aromatherapy. Therefore, the overall purpose of this study was to elucidate the beneficial effect of aromatherapy in relieving work-related stress. Twenty-nine elementary school teachers from Taiwan participated in this study. The experimental procedures comprised 2 phases. First, we verified the effect of aromatherapy by conducting 2 blind tests. We used natural bergamot essential oil extracted from plants and synthesized a chemical essential oil as the placebo to do the aromatherapy. Second, we analyzed the performance of the aromatherapy treatment on the teachers who had various workloads. We measured the teachers' heart rate variability to evaluate their autonomic nervous system activity. The results show that only the natural bergamot essential oil had an effect and that the aromatherapy treatment relieved work-related stress of teachers with various workloads. However, the aromatherapy treatment had a weak effect on young teachers who had a heavy workload. Moreover, the aromatherapy treatment exhibited no effect on teachers who belong to the abnormal body mass index subgroup having a heavy workload.

  4. The Physical Effects of Aromatherapy in Alleviating Work-Related Stress on Elementary School Teachers in Taiwan

    PubMed Central

    Liu, Shing-Hong; Lin, Tzu-Hsin; Chang, Kang-Ming

    2013-01-01

    People use aromatherapy to relieve the symptoms of physical and psychological stress. However, previous studies have not precisely clarified a scientific basis for the beneficial effects of aromatherapy. Therefore, the overall purpose of this study was to elucidate the beneficial effect of aromatherapy in relieving work-related stress. Twenty-nine elementary school teachers from Taiwan participated in this study. The experimental procedures comprised 2 phases. First, we verified the effect of aromatherapy by conducting 2 blind tests. We used natural bergamot essential oil extracted from plants and synthesized a chemical essential oil as the placebo to do the aromatherapy. Second, we analyzed the performance of the aromatherapy treatment on the teachers who had various workloads. We measured the teachers' heart rate variability to evaluate their autonomic nervous system activity. The results show that only the natural bergamot essential oil had an effect and that the aromatherapy treatment relieved work-related stress of teachers with various workloads. However, the aromatherapy treatment had a weak effect on young teachers who had a heavy workload. Moreover, the aromatherapy treatment exhibited no effect on teachers who belong to the abnormal body mass index subgroup having a heavy workload. PMID:24228065

  5. A Methodology Inventory for Composition Education.

    ERIC Educational Resources Information Center

    Donlan, Dan

    1979-01-01

    Illustrates one method for describing changes in classroom behavior of composition teachers: a methodology inventory that may be used as an indicator of expertise, a needs assessment, and a summative self-evaluation. (DD)

  6. Burnout and Teacher Self-Efficacy among Teachers Working in Special Education Institutions in Turkey

    ERIC Educational Resources Information Center

    Sariçam, Hakan; Sakiz, Halis

    2014-01-01

    The aim of this paper was to investigate the relationship between teacher self-efficacy and burnout among special education school teachers in Turkey. One hundred and eighteen teachers completed the Teachers' Sense of Efficacy Scale and the Maslach Burnout Inventory. Teachers belonged to the psychological counselling and guidance programme,…

  7. Measuring Elementary Teacher Stress and Coping in the Classroom: Validity Evidence for the Classroom Appraisal of Resources and Demands

    ERIC Educational Resources Information Center

    Lambert, Richard G.; McCarthy, Christopher; O'Donnell, Megan; Wang, Chuang

    2009-01-01

    The Classroom Appraisal of Resources and Demands (CARD, elementary version) was used to investigate teacher stress among a sample of elementary teachers (n = 521). The CARD measures teacher stress by examining the subjective experience of both classroom demands and resources provided by the school, and thereby attempts to capture the situationally…

  8. Using the stress and adversity inventory as a teaching tool leads to significant learning gains in two courses on stress and health.

    PubMed

    Slavich, George M; Toussaint, Loren

    2014-10-01

    The ability to measure cumulative stress exposure is important for research and teaching in stress and health, but until recently, no structured system has existed for assessing exposure to stress over the lifespan. Here, we report the results of two experimental studies that examined the pedagogical efficacy of using an automated system for assessing life stress, called the Stress and Adversity Inventory (STRAIN), for teaching courses on stress and health. In Study 1, a randomized, wait-list controlled experiment was conducted with 20 college students to test whether the STRAIN, coupled with a related lecture and discussion, promoted learning about stress and health. Results showed that this experiential lesson led to significant learning gains. To disentangle the effects of completing the STRAIN from participating in the lecture and discussion, we subsequently conducted Study 2 on 144 students using a 2 (STRAIN versus control activity) by 2 (STRAIN-specific lecture versus general stress lecture) repeated-measures design. Although the STRAIN-specific lecture was sufficient for promoting learning, completing the STRAIN also generated significant learning gains when paired with only the general stress lecture. Together, these studies suggest that the STRAIN is an effective tool for promoting experiential learning and teaching students about stress and health. Copyright © 2013 John Wiley & Sons, Ltd.

  9. Effects of Gender on Teachers' Perceptions of School Environment, Teaching Efficacy, Stress and Job Satisfaction

    ERIC Educational Resources Information Center

    Tran, Van Dat

    2015-01-01

    This study investigates how teachers' perceptions of school environment factors, teaching efficacy, teacher stress and job satisfaction, and to determine whether gender was a differentiating factor. A total of 387 Vietnamese junior high school teachers completed one questionnaire for four sections about school-level environment, teaching efficacy,…

  10. Identification of Elementary Teachers' Risk for Stress and Vocational Concerns Using the National Schools and Staffing Survey

    ERIC Educational Resources Information Center

    Lambert, Richard G.; McCarthy, Christopher J.; Fitchett, Paul G.; Lineback, Sally; Reiser, Jenson

    2015-01-01

    Transactional models of stress suggest that elementary teachers who appraise classroom demands as higher than classroom resources are more vulnerable to stress and likely to experience vocational concerns. Previous research using the Classroom Appraisal of Resources and Demands (CARD), a measure designed to assess teacher perceptions of classroom…

  11. Mindfulness-Based Stress Reduction (MBSR) for Primary School Teachers

    ERIC Educational Resources Information Center

    Gold, Eluned; Smith, Alistair; Hopper, Ieuan; Herne, David; Tansey, Glenis; Hulland, Christine

    2010-01-01

    Stress within the teaching profession has a negative impact on the health and well-being of individual teachers and on retention and recruitment for the profession as a whole. There is increasing literature to suggest that Mindfulness is a useful intervention to address a variety of psychological problems, and that Mindfulness-Based Stress…

  12. Teacher Stress and Pupil Behaviour Explored through a Rational-Emotive Behaviour Therapy Framework

    ERIC Educational Resources Information Center

    Robertson, Caroline; Dunsmuir, Sandra

    2013-01-01

    Using the psychological framework of rational-emotive behaviour therapy, the principal aim of this study was to establish whether irrational beliefs, self-efficacy or pupil behaviour predicted teacher reports of stress. A secondary aim was to establish whether these variables, in addition to teachers' verbal feedback to pupils in class, predicted…

  13. Pranayama Meditation (Yoga Breathing) for Stress Relief: Is It Beneficial for Teachers?

    ERIC Educational Resources Information Center

    Hepburn, Stevie-Jae; McMahon, Mary

    2017-01-01

    The effects of stress can have a significant impact on an individual's personal life, relationship with colleagues, job satisfaction and career prospects. If unmanaged, stress can be the trigger that drives talented, motivated teachers out of our classrooms and into other professions. Yoga and meditation have been prescribed as a form of…

  14. The Relationship between Teacher Autonomy and Stress, Work Satisfaction, Empowerment, and Professionalism

    ERIC Educational Resources Information Center

    Pearson, L. Carolyn; Moomaw, William

    2005-01-01

    The purpose of this study was to examine the relationship between teacher autonomy and on-the-job stress, work satisfaction, empowerment, and professionalism. Using a reliable and valid measure of curriculum autonomy and general teaching autonomy (TAS), it was found that as curriculum autonomy increased on-the-job stress decreased, but there was…

  15. "Thirty-Four and Where Am I Going?" A Comment on the Relationship between Teacher Stress and Organisational Change.

    ERIC Educational Resources Information Center

    Pitt, M. W.; Jennings, L. E.

    1984-01-01

    Examines sources of stress and coping mechanisms for teachers in the 30-45 year age group in the state of Victoria, Australia. Strategies for relieving stress should focus on the relationship between teachers and the organizations within which they operate. (MD)

  16. Ethnicity and the experience of work: job stress and satisfaction of minority ethnic teachers in the UK.

    PubMed

    Miller, G V F; Travers, C J

    2005-10-01

    This paper presents the findings of a nationwide investigation into the mental well-being and job satisfaction of minority ethnic teachers in the UK. Data were collected via a questionnaire containing both open and closed questions. The sample, totalling 208 participants was derived from the National Union of Teachers (NUT) database of minority ethnic teachers and an advertisement in the NUT's Teacher magazine. Univariate analysis of the results revealed that this group of teachers, as compared with other groups were experiencing poorer mental health and lower job satisfaction. Multivariate analysis revealed four reliable factors regarding the 'sources of stress' these minority ethnic teachers perceived they were experiencing. They are the 'hierarchy and culture of the school', workload', 'cultural barriers', and the 'lack of status and promotion'. Some minority ethnic teachers reported that ethnic discrimination on a daily basis or at least several times per week was a contributory factor in their experience of stress. Many of the teachers believed they worked within an institutionally racist environment. Multiple regression analysis discovered that 'total stress', 'total self-esteem', 'working conditions job satisfaction' and 'total discrimination' were the major predictors of mental ill-health in the minority ethnic teachers. Job dissatisfaction was predicted by 'total discrimination', 'workload', 'total general health', 'resolution strategy', and the 'lack of status and promotion'.

  17. The Moderator Role of Perceived Emotional Intelligence in the Relationship between Sources of Stress and Mental Health in Teachers.

    PubMed

    Pulido-Martos, Manuel; Lopez-Zafra, Esther; Estévez-López, Fernando; Augusto-Landa, José María

    2016-03-03

    This study analyzes the role of Perceived Emotional Intelligence (PEI) on sources of job stress and mental health in 250 elementary school teachers from Jaén (Spain). The aim of the study was two-fold: (1) to analyze the associations between Perceived Emotional Intelligence (PEI), sources of occupational stress and mental health; and (2) to determine whether PEI moderates the relationship between sources of occupational stress and mental health. An initial sample of 250 teachers was assessed Three questionnaires, the Trait Meta-Mood Scale, the Sources of Stress Scale in Teachers and the Medical Outcomes Study 36-item Short Form Health Survey, were used to evaluate PEI, sources of occupational stress and mental health, respectively. Teachers with higher levels of emotional attention reported lower levels of mental health (r = -.30; p < .001), while teachers showing high emotional clarity reported better emotional role (r = .14; p < .05) and social functioning (r = .15; p < .05). Moreover, PEI components moderate the relationship between sources of occupational stress and emotional role. Specifically, each significant interaction (i.e., deficiencies x attention, adaptation x attention, and adaptation x clarity) made a small and unique contribution in the explanation of emotional role (all p < .05, all sr 2 ∼ .02). Finally, our results imply that PEI is an important moderator of teachers´ occupational stressors on mental health.

  18. Marital Stress and Extraversion Personality as Predicators of Job Satisfaction among Married Women Teachers in Enugu, Nigeria

    ERIC Educational Resources Information Center

    Elom, Sampson Omena; Egba, Nwamaka A.

    2015-01-01

    The study investigated marital stress and extraversion personality as predictors of job satisfaction among married women teachers in Enugu, Nigeria. One hundred and eighty eight married women teachers in Enugu, Nigeria participated in the study. Three instruments were used to gather information in this study. They included marital stress inventory…

  19. An Examination of US First-Year Teachers' Risk for Occupational Stress: Associations with Professional Preparation and Occupational Health

    ERIC Educational Resources Information Center

    Fitchett, Paul G.; McCarthy, Christopher J.; Lambert, Richard G.; Boyle, Lauren

    2018-01-01

    Previous research has demonstrated associations between teacher stress and occupational burnout, but few studies have attempted to operationalize a central tenet of most stress theories, namely that teachers' appraisals of their classroom demands vis-à-vis their classroom resources is a central driver of vulnerability to stress. The research is…

  20. Teaching in the Yukon: Exploring Teachers' Efficacy Beliefs, Stress, and Job Satisfaction in a Remote Setting

    ERIC Educational Resources Information Center

    Klassen, Robert M.; Foster, Rosemary Y.; Rajani, Sukaina; Bowman, Carley

    2009-01-01

    This article presents a mixed methods examination of teachers' job beliefs in the Yukon Territory in northern Canada. In Study 1 we used questionnaires to examine job beliefs for 221 teachers from the Yukon and western Canada. Teachers' self- and collective efficacy and workload stress were lower for Yukon teachers, but levels of overall stress…

  1. Personality and emotional intelligence in teacher burnout.

    PubMed

    Pishghadam, Reza; Sahebjam, Samaneh

    2012-03-01

    This paper aims to investigate the relationship between teacher's personality types, emotional intelligence and burnout and to predict the burnout levels of 147 teachers in the city of Mashhad (Iran). To this end, we have used three inventories: Maslach Burnout Inventory (MBI), NEO Five Factor Inventory (NEO-FFI), and Emotional Quotient Inventory (EQ-I). We used Homogeneity Analysis and Multiple Linear Regression to analyze the data. The results exhibited a significant relationship between personality types and emotional intelligence and the three dimensions of burnout. It was indicated that the best predictors for emotional exhaustion were neuroticism and extroversion, for depersonalization were intrapersonal scale of emotional intelligence and agreeableness, and for personal accomplishment were interpersonal scale and conscientiousness. Finally, the results were discussed in the context of teacher burnout.

  2. A Cross-National Validation of the Academic Expectations Stress Inventory with Chinese and Korean High School Students

    ERIC Educational Resources Information Center

    Zhang, Xiaozhou; Tze, Virginia M. C.; Buhr, Erin; Klassen, Robert M.; Daniels, Lia M.

    2016-01-01

    The current study provided evidence for the factor structure of the Academic Expectation Stress Inventory (AESI) in a sample of 213 Mainland Chinese and 184 South Korean high school students. We examined cross-national invariance of the AESI using multiple-group confirmatory factor analysis across two Asian cultural samples. Results suggested a…

  3. Beginning Teachers' Self-Efficacy and Stress and the Supposed Effects of Induction Arrangements

    ERIC Educational Resources Information Center

    Helms-Lorenz, Michelle; Slof, Bert; Vermue, Carlien E.; Canrinus, Esther T.

    2012-01-01

    Induction arrangements are implemented in schools all over the world to support beginning teachers (BTs) (novices) in gradually growing into their profession. The aim of this study is to gain more insight into two key psychological processes involved in the work of a qualified beginning teacher, namely perceived stress and self-efficacy. This…

  4. Development of the Sexual Minority Adolescent Stress Inventory

    PubMed Central

    Schrager, Sheree M.; Goldbach, Jeremy T.; Mamey, Mary Rose

    2018-01-01

    Although construct measurement is critical to explanatory research and intervention efforts, rigorous measure development remains a notable challenge. For example, though the primary theoretical model for understanding health disparities among sexual minority (e.g., lesbian, gay, bisexual) adolescents is minority stress theory, nearly all published studies of this population rely on minority stress measures with poor psychometric properties and development procedures. In response, we developed the Sexual Minority Adolescent Stress Inventory (SMASI) with N = 346 diverse adolescents ages 14–17, using a comprehensive approach to de novo measure development designed to produce a measure with desirable psychometric properties. After exploratory factor analysis on 102 candidate items informed by a modified Delphi process, we applied item response theory techniques to the remaining 72 items. Discrimination and difficulty parameters and item characteristic curves were estimated overall, within each of 12 initially derived factors, and across demographic subgroups. Two items were removed for excessive discrimination and three were removed following reliability analysis. The measure demonstrated configural and scalar invariance for gender and age; a three-item factor was excluded for demonstrating substantial differences by sexual identity and race/ethnicity. The final 64-item measure comprised 11 subscales and demonstrated excellent overall (α = 0.98), subscale (α range 0.75–0.96), and test–retest (scale r > 0.99; subscale r range 0.89–0.99) reliabilities. Subscales represented a mix of proximal and distal stressors, including domains of internalized homonegativity, identity management, intersectionality, and negative expectancies (proximal) and social marginalization, family rejection, homonegative climate, homonegative communication, negative disclosure experiences, religion, and work domains (distal). Thus, the SMASI development process illustrates a method to

  5. Weblogs in Teacher Education Internships: Promoting Reflection and Self-Efficacy While Reducing Stress?

    ERIC Educational Resources Information Center

    Petko, Dominik; Egger, Nives; Cantieni, Andrea

    2017-01-01

    The study examines the use of weblogs in teacher education internships and its impact on student stress levels, self-efficacy, and reflective abilities. One hundred and seventy-six student teachers were randomly assigned to five groups. Four groups used weblogs (a) with emotion-focused or with problem-focused writing assignments in combination (b)…

  6. What do faculty feel about teaching in this school? assessment of medical education environment by teachers.

    PubMed

    Shehnaz, Syed Ilyas; Arifulla, Mohamed; Sreedharan, Jayadevan; Gomathi, Kadayam Guruswami

    2017-01-01

    Faculty members are major stakeholders in curriculum delivery, and positive student learning outcomes can only be expected in an educational environment (EE) conducive to learning. EE experienced by teachers includes all conditions affecting teaching and learning activities. As the EE of teachers indirectly influences the EE of students, assessment of teachers' perceptions of EE can highlight issues affecting student learning. These perceptions can also serve as a valuable tool for identifying faculty development needs. In this study, we have used the Assessment of Medical Education Environment by Teachers (AMEET) inventory as a tool to assess medical teachers' perceptions of the EE. The AMEET inventory was used to assess perceptions regarding various domains of EE by teachers teaching undergraduate students at the College of Medicine, Gulf Medical University, Ajman, United Arab Emirates. Median total, domain, and individual statement scores were compared between groups using Wilcoxon rank-sum test. Teaching-learning activities, learning atmosphere, collaborative atmosphere, and professional self-perceptions were identified as strengths of the EE while time allocated for various teaching-learning activities, preparedness of students, levels of student stress, learning atmosphere in hospital, and support system for stressed faculty members were areas necessitating improvement. The scores of faculty members teaching in basic medical sciences were found to be significantly higher than those in clinical sciences. The EE of this medical college was generally perceived as being positive by faculty although a few areas of concern were highlighted. Strengths and weaknesses of the EE from the teachers' point of view provide important feedback to curriculum planners, which can be used to improve the working environment of the faculty as well as facilitate a better direction and focus to faculty development programs being planned for the future.

  7. Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout.

    PubMed

    Boujut, Emilie; Dean, Annika; Grouselle, Amélie; Cappe, Emilie

    2016-09-01

    The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires measuring perceived stress, social support, coping strategies, and burnout. Specialized teachers perceive their teaching as a challenge, can count on receiving help from colleagues, use more problem-focused coping strategies and social support seeking behavior, and are less emotionally exhausted than teachers in regular classes. This study highlights that teachers in specialized schools and classes have better adjustment, probably due to their training, experience, and tailored classroom conditions.

  8. Validation of the Multidimensional Acculturative Stress Inventory on adolescents of Mexican origin.

    PubMed

    Rodriguez, Norma; Flores, Thomas; Flores, Ramon T; Myers, Hector F; Vriesema, Christine Calderon

    2015-12-01

    The Multidimensional Acculturative Stress Inventory (MASI), a 36-item measure that assesses acculturative stress among people of Mexican origin living in the United States, was tested on 331 adolescent (14-20 years of age) high school students (204 female, 127 male) of Mexican origin. Exploratory factor analyses yielded 4 factors: bicultural practices conflict (9 items), Spanish competency pressures (8 items), English competency pressures (8 items), and bicultural self-consciousness (2 items). These factors accounted for 59.5% of the variance and correlated in the expected directions with criterion measures of acculturation and the Psychological General Well-Being Schedule. Bicultural practices conflict and bicultural self-consciousness emerged as the first and fourth factors for adolescents, which differed from the last 2 factors observed in a previous study of adults by Rodriguez, Myers, Mira, Flores, and Garcia-Hernandez (2002)--pressure to acculturate and pressure against acculturation. Comparisons of the MASI factor structures between adolescents and adults also revealed that English competency pressures and Spanish competency pressures played a prominent role for both adolescents in this study and adults in the study by Rodriguez et al. (2002). The congruence and difference in factor structure of the MASI between adolescents and adults indicates that both groups experience acculturative stress because of English- and Spanish-language competency pressures, but adolescents differentially experience difficulties in negotiating between American and Latino practices and identities. The results highlight the importance of assessing acculturative stress from both Latino and American culture and recognizing the varying levels of these sources of acculturative stress by generation. (c) 2015 APA, all rights reserved).

  9. Longitudinal study of the feasibility of using ecological momentary assessment to study teacher stress: Objective and self-reported measures.

    PubMed

    McIntyre, Teresa M; McIntyre, Scott E; Barr, Christopher D; Woodward, Phillip S; Francis, David J; Durand, Angelia C; Mehta, Paras; Kamarck, Thomas W

    2016-10-01

    There is a lack of comprehensive research on Ecological Momentary Assessment (EMA) feasibility to study occupational stress, especially its long-term sustainability. EMA application in education contexts has also been sparse. This study investigated the feasibility of using EMA to study teacher stress over 2 years using both objective compliance data and a self-reported feasibility survey. It also examined the influence of individual and school factors on EMA feasibility. Participants were 202 sixth through eighth grade teachers from 22 urban middle schools in the southern United States. EMA was implemented via an iPod-based Teacher Stress Diary (TSD). Teachers recorded demands, stress responses, and resources during 12 days (6 waves) over 2 years. Feasibility was assessed via compliance data generated by the TSD (e.g., entry completion) and an EMA Feasibility Survey of self-reported user-friendliness and EMA interference. The results showed high compliance regarding entry and item completion, and completion time, which was sustained over time. User-friendliness was appraised as very high and EMA interference as low. Initial difficulties regarding timing and length of assessments were addressed via EMA method refinement, resulting in improved feasibility. Teachers' ethnicity, age, marital status, grade/course taught, class size, class load, and daily workload impacted feasibility. The results supported the feasibility of using EMA to study work stress longitudinally and the value of continued feasibility monitoring. They also support EMA use to study teacher stress and inform EMA implementation in schools. Some teacher and school factors need to be taken into consideration when deciding on EMA implementation in education contexts. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  10. Emotional Intelligence and Teacher Efficacy: A Study of Turkish EFL Pre-Service Teachers

    ERIC Educational Resources Information Center

    Kocoglu, Zeynep

    2011-01-01

    This study investigated the relationship between emotional intelligence and teacher efficacy among 90 English language pre-service teachers from a university in Turkey. Data sources included Tschannen-Moran and Woolfolk-Hoy's Teachers' Sense of Efficacy Scale and Reuven Bar-On's Emotional Quotient Inventory. The findings indicated that Turkish EFL…

  11. The Relationships between Teachers' Perceptions of Principal Leadership and Teachers' Perceptions of School Climate

    ERIC Educational Resources Information Center

    Pulleyn, Janet L.

    2012-01-01

    This research considered relationships among teachers' perceptions of principal leadership and teachers' perceptions of school climate by using the Leadership Practices Inventory (LPI) survey and the Organizational Climate Description Questionnaire (Revised) for Middle Schools (OCDQ-RM) survey. Teachers from six middle schools in the same district…

  12. Teacher Network of Relationships Inventory: Measurement Invariance of Academically At-risk Students Across Ages 6 to 15

    PubMed Central

    Wu, Jiun-Yu; Hughes, Jan N.

    2014-01-01

    We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI was constructed with 22 items to form three correlated factors: Warmth, Conflict, and Intimacy. Cronbach’s alphas (α) ranged from .87 to .96 across 9 years. Both metric and scalar measurement invariance held for 9 years, indicating that scores on the TNRI have similar meaning across these ages. The TNRI also demonstrated measurement invariance across gender and race/ethnicity. Findings support that the TNRI is an appropriate measure for investigating substantive issues related to developmental changes in TSRQ from early childhood through adolescence, including gender and ethnic/racial differences in TSRQ across these ages. Based on RM-ANOVAs, each scale decreased across the 9 years, although the growth patterns for scales differed somewhat: Conflict had a linearly decreasing pattern, Warmth declined most notably as students make the transition to adolescence, whereas Intimacy scores dropped off noticeably at the transition from early to late childhood. Research limitation and implication for practice are discussed. PMID:24884450

  13. Teacher Network of Relationships Inventory: measurement invariance of academically at-risk students across ages 6 to 15.

    PubMed

    Wu, Jiun-Yu; Hughes, Jan N

    2015-03-01

    We tested the longitudinal measurement invariance of the Teacher Network of Relationships Inventory (TNRI), a teacher-report measure of teacher-student relationship quality (TSRQ), on a sample of 784 academically at-risk students across ages 6 to 15 years by comparing the model for each subsequent year with that of the previous year(s). The TNRI was constructed with 22 items to form 3 correlated factors: Warmth, Conflict, and Intimacy. Cronbach's alphas ranged from .87 to .96 across 9 years. Both metric and scalar measurement invariance held for 9 years, indicating that scores on the TNRI have similar meaning across these ages. The TNRI also demonstrated measurement invariance across gender and race/ethnicity. Findings support that the TNRI is an appropriate measure for investigating substantive issues related to developmental changes in TSRQ from early childhood through adolescence, including gender and ethnic/racial differences in TSRQ across these ages. Based on repeated-measures ANOVAs, each scale decreased across the 9 years, although the growth patterns for scales differed somewhat: Conflict had a linearly decreasing pattern, Warmth declined most notably as students make the transition to adolescence, whereas Intimacy scores dropped off noticeably at the transition from early to late childhood. Research limitations and implications for practice are discussed.

  14. Mindfulness for teachers: A pilot study to assess effects on stress, burnout and teaching efficacy

    PubMed Central

    Flook, Lisa; Goldberg, Simon B.; Pinger, Laura; Bonus, Katherine; Davidson, Richard J.

    2013-01-01

    Despite the crucial role of teachers in fostering children's academic learning and social-emotional well-being, addressing teacher stress in the classroom remains a significant challenge in education. The present study reports results from a randomized controlled pilot trial of a modified Mindfulness-Based Stress Reduction course (mMBSR) adapted specifically for teachers. Results suggest the course may be a promising intervention, with participants showing significant reductions in psychological symptoms and burnout, improvements in observer-rated classroom organization and performance on a computer task of affective attentional bias, and increases in self-compassion. In contrast, control group participants showed declines in cortisol functioning over time and marginally significant increases in burnout. Furthermore, changes in mindfulness were correlated in the expected direction with changes across several outcomes (psychological symptoms, burnout, sustained attention) in the intervention group. Implications of these findings for the training and support of teachers are discussed. PMID:24324528

  15. Understanding the Human Side of School Leadership: Principals' Impact on Teachers' Morale, Self-Efficacy, Stress, and Commitment

    ERIC Educational Resources Information Center

    Lambersky, John

    2016-01-01

    This qualitative study from Ontario, Canada, reveals that principal behaviors shape teacher emotions in important ways, influencing teacher morale, burnout, stress, commitment, and self- and collective efficacy. The findings suggest that principals can influence teacher emotions through several key behaviors: professional respect shown for teacher…

  16. Effect of Short- and Long-Term Play Therapy Services on Teacher-Child Relationship Stress

    ERIC Educational Resources Information Center

    Ray, Dee C.; Henson, Robin K.; Schottelkorb, April A.; Brown, April Garofano; Muro, Joel

    2008-01-01

    The purpose of the present study was to explore the effect of both short- and long term Child-Centered Play Therapy on teacher-student relationship stress. Teachers identified 58 students exhibiting emotional and behavioral difficulties who were randomly assigned to one of two treatment groups. Students in the short-term intensive play therapy…

  17. Perceived Sources of Occupational Stress among Primary School Teachers in Delta State of Nigeria

    ERIC Educational Resources Information Center

    Akpochafo, G. O.

    2012-01-01

    This study investigated the most prevalent sources of occupational stress and also the demographic variables of gender, age and length of service among primary school teachers in Delta State. Two research questions and three hypotheses guided the study. The study used a descriptive survey design. The population was the primary school teachers in…

  18. Nursing students' perceived stress and coping behaviors in clinical training in Saudi Arabia.

    PubMed

    Hamaideh, Shaher H; Al-Omari, Hasan; Al-Modallal, Hanan

    2017-06-01

    Clinical training has been recognized as a stressful experience for nursing students. The aims of this study were to identify levels and types of stressors among nursing students during their clinical training and their coping behaviors. Data were collected using a purposive sampling method from 100 nursing students using a self-reported questionnaire composed of Perceived Stress Scale and Coping Behavior Inventory. Results showed that "assignments and workload" as well as "teachers and nursing staff" were the highest sources of stress in clinical training. The most common coping behaviors used were "problem-solving" and "staying optimistic". There was a significant difference in perceived stress among students in regard to the way of choosing nursing. There were significant differences in coping behaviors in regard to the presence of relatives in nursing, living status and mothers' educational level. The predictors of perceived stress were self-choosing for nursing and the presence of relatives in nursing, while the predictors for coping behaviors were stress from peers and daily life as well as mothers' educational level. Nursing teachers and staff are encouraged to develop strategies that decrease level of stress and promote adaptive coping behaviors among nursing students during their clinical training.

  19. Chronic work stress and exhaustion is associated with higher allostastic load in female school teachers.

    PubMed

    Bellingrath, Silja; Weigl, Tobias; Kudielka, Brigitte M

    2009-01-01

    Epidemiological studies have shown that chronic work stress or unfavourable psychosocial work conditions are prospectively associated with different adverse health outcomes. The aim of the present cross-sectional study was to investigate the relationship between work-related chronic stress as well as exhaustion and a cumulative measure of physiological wear-and-tear called allostastic load (AL). AL could be a possible biological pathway for how chronic work stress and exhaustion lead to health impairments in the long run. As the teaching profession has been proposed to be a potentially high stressful occupation, chronic work stress (effort-reward-imbalance) and exhaustion were assessed in 104 female school teachers. AL was first analyzed according to McEwen's classical model comprised of ten parameters including cortisol, epinephrine and norepinephrine, dehydroepiandrosterone-sulphate (DHEA-S), waist/hip-ratio (WHR), glycosylated haemoglobin (HbA1c), high-density lipoprotein (HDL), total cholesterol/HDL-ratio, and systolic and diastolic blood pressure. Additionally it was extended to include tumor-necrosis-factor-alpha (TNF-alpha), C-reactive protein (CRP), fibrinogen, D-dimer, percent-body-fat, triglycerides, and glucose levels. A substantial proportion of our sample was highly exhausted whereas relatively few teachers showed high effort-reward-imbalance. AL scores were significantly higher in women high on effort-reward-imbalance or suffering from exhaustion. Although all teachers had been in a good health status, chronic work stress as well as exhaustion appears to be associated with changes in a multi-system summary indicator of physiological risk.

  20. Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes

    ERIC Educational Resources Information Center

    Herman, Keith C.; Hickmon-Rosa, Jal'et; Reinke, Wendy M.

    2018-01-01

    Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers…

  1. Validation of the Driver Stress Inventory in China: Relationship with dangerous driving behaviors.

    PubMed

    Qu, Weina; Zhang, Qian; Zhao, Wenguo; Zhang, Kan; Ge, Yan

    2016-02-01

    Perceived stress while driving may affect how critical driving events are handled. The current study validates a Chinese version of the Driver Stress Inventory (DSI) and explores its correlation with dangerous driving behaviors and gender. A sample of 246 drivers completed the Chinese version of the DSI and the Driver Behavior Questionnaire (DBQ). We also evaluated specific sociodemographic variables and traffic violations (including speeding, violating traffic signs or markings, driving while intoxicated, running a red light, and incurring penalty points). A confirmatory factor analysis (CFA) verified the DSI's internal structure. The DSI was also validated using questionnaires related to the DBQ, self-reported traffic accidents and violations, and sociodemographic characteristics. First, all of the DSI dimensions were moderately or weakly correlated with the DBQ subscales. Second, aggression, hazard monitoring and fatigue were weakly correlated with minor accidents. Third, drivers who had sped and violated traffic signs during the previous three years reported higher aggression and thrill seeking, while drivers who had violated traffic signs or markings during the previous three years reported decreased hazard monitoring compared with non-offenders. Finally, there were significant gender differences in driver stress. The Chinese version of the DSI will be useful for classifying and diagnosing drivers who may be at an increased risk for stress reactions. Copyright © 2015 Elsevier Ltd. All rights reserved.

  2. Schaefer Behavior Inventory. Teacher's Manual.

    ERIC Educational Resources Information Center

    Schaefer, Earl S.; And Others

    This 15-item teacher rating scale measures three behavior traits: task orientation (how a child attends to and stays with classroom activities), extraversion (how readily a child interacts with other people), and hostility (how a child responds to some of the adjustments and conflict problems encountered in group activities). The scale is based…

  3. Perspectives of Survivors on Military Suicide Decedents’ Life Stressors and Male Gender Role Stress using the Male Gender Role Stressor Inventory (MGRSI)

    DTIC Science & Technology

    2013-03-26

    Inventory (MGRSI) by Arlie Graham Sterling IV Master’s Thesis submitted to the faculty of the Department of Medical and Clinical...Gender Role Stress using the Male Gender Role Stressor Inventory (MGRSI) Name of Candidate: A. Graham Sterling IV Department of Medical and...MGRSI) Name ofCandicbte: LT.JG Arlie Grnham Sterling JV, Master of Science in Medical and Clinical Psychology, Date: 03/26/20 lJ Tl IESIS /\\ND

  4. Successful Life Experiences, Teaching Styles and Stress in Beginning Teachers.

    ERIC Educational Resources Information Center

    McMurray, J. G.; And Others

    The data in this study measure beginning teachers' perceptions of their own success in school and the degree to which they now believe themselves to be committed to making school a happy, successful place for their students. The research also provides Canadian data on the sources and nature of stress during the first year or two of teaching and…

  5. Assessing Lifetime Stress Exposure Using the Stress and Adversity Inventory for Adults (Adult STRAIN): An Overview and Initial Validation.

    PubMed

    Slavich, George M; Shields, Grant S

    2018-01-01

    Numerous theories have proposed that acute and chronic stressors may exert a cumulative effect on life-span health by causing biological "wear and tear," or allostatic load, which in turn promotes disease. Very few studies have directly tested such models, though, partly because of the challenges associated with efficiently assessing stress exposure over the entire life course. To address this issue, we developed the first online system for systematically assessing lifetime stress exposure, called the Stress and Adversity Inventory (STRAIN), and describe its initial validation here. Adults recruited from the community (n = 205) were administered the STRAIN, Childhood Trauma Questionnaire-Short Form, and Perceived Stress Scale, as well as measures of socioeconomic status, personality, social desirability, negative affect, mental and physical health complaints, sleep quality, computer-assessed executive function, and doctor-diagnosed general health problems and autoimmune disorders. The STRAIN achieved high acceptability and was completed relatively quickly (mean = 18 minutes 39 seconds; interquartile range = 12-23 minutes). The structure of the lifetime stress data best fit two latent classes overall and five distinct trajectories over time. Concurrent associations with the Childhood Trauma Questionnaire-Short Form and Perceived Stress Scale were good (r values = .147-.552). Moreover, the STRAIN was not significantly related to personality traits or social desirability characteristics and, in adjusted analyses, emerged as the measure most strongly associated with all six of the health and cognitive outcomes assessed except current mental health complaints (β values = .16-.41; risk ratios = 1.02-1.04). Finally, test-retest reliability for the main stress exposure indices over 2-4 weeks was excellent (r values = .904-.919). The STRAIN demonstrated good usability and acceptability; very good concurrent, discriminant, and predictive validity; and excellent test

  6. Assessing Lifetime Stress Exposure Using the Stress and Adversity Inventory for Adults (Adult STRAIN): An Overview and Initial Validation

    PubMed Central

    Slavich, George M.; Shields, Grant S.

    2018-01-01

    ABSTRACT Objective Numerous theories have proposed that acute and chronic stressors may exert a cumulative effect on life-span health by causing biological “wear and tear,” or allostatic load, which in turn promotes disease. Very few studies have directly tested such models, though, partly because of the challenges associated with efficiently assessing stress exposure over the entire life course. To address this issue, we developed the first online system for systematically assessing lifetime stress exposure, called the Stress and Adversity Inventory (STRAIN), and describe its initial validation here. Methods Adults recruited from the community (n = 205) were administered the STRAIN, Childhood Trauma Questionnaire—Short Form, and Perceived Stress Scale, as well as measures of socioeconomic status, personality, social desirability, negative affect, mental and physical health complaints, sleep quality, computer-assessed executive function, and doctor-diagnosed general health problems and autoimmune disorders. Results The STRAIN achieved high acceptability and was completed relatively quickly (mean = 18 minutes 39 seconds; interquartile range = 12–23 minutes). The structure of the lifetime stress data best fit two latent classes overall and five distinct trajectories over time. Concurrent associations with the Childhood Trauma Questionnaire—Short Form and Perceived Stress Scale were good (r values = .147–.552). Moreover, the STRAIN was not significantly related to personality traits or social desirability characteristics and, in adjusted analyses, emerged as the measure most strongly associated with all six of the health and cognitive outcomes assessed except current mental health complaints (β values = .16–.41; risk ratios = 1.02–1.04). Finally, test-retest reliability for the main stress exposure indices over 2–4 weeks was excellent (r values = .904–.919). Conclusions The STRAIN demonstrated good usability and acceptability; very good concurrent

  7. Comparative Study of Government and Non Government College Teachers in Relation to Job Satisfaction and Job Stress

    ERIC Educational Resources Information Center

    Kaur, Sarbjit; Kumar, Dinesh

    2008-01-01

    They studied on the government non government college teachers in relation to job satisfaction and job stress. They collected the sample from 200 college teacher from government and non government from bathinda district (Punjab) to discover the difference between government and non government male and female college teachers in relation to job…

  8. Classroom Organization and Teacher Stress Predict Learning Motivation in Kindergarten Children

    ERIC Educational Resources Information Center

    Pakarinen, Eija; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik

    2010-01-01

    This study examined the extent to which observed teaching practices and self-reported teacher stress predict children's learning motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning of their kindergarten year. Their learning motivation and phonological awareness were…

  9. Voices of Children, Parents and Teachers: How Children Cope with Stress during School Transition

    ERIC Educational Resources Information Center

    Wong, Mun

    2015-01-01

    This study explores how children's perceptions of stress factors and coping strategies are constructed over time. Children were interviewed before and after they made the transition from preschool to primary school. This study also explores teachers' and parental strategies in helping children to cope with stress at school. The sample included 53…

  10. Comparative Study of Teachers in Regular Schools and Teachers in Specialized Schools in France, Working with Students with an Autism Spectrum Disorder: Stress, Social Support, Coping Strategies and Burnout

    ERIC Educational Resources Information Center

    Boujut, Emilie; Dean, Annika; Grouselle, Amélie; Cappe, Emilie

    2016-01-01

    The inclusion of students with Autism Spectrum Disorder (ASD) in schools is a source of stress for teachers. Specialized teachers have, in theory, received special training. To compare the experiences of teachers dealing with students with ASD in different classroom environments. A total of 245 teachers filled out four self-report questionnaires…

  11. Assessing surgeon stress when operating using heart rate variability and the State Trait Anxiety Inventory: will surgery be the death of us?

    PubMed

    Jones, K I; Amawi, F; Bhalla, A; Peacock, O; Williams, J P; Lund, J N

    2015-04-01

    Performance in the operating room is affected by a combination of individual, patient and environmental factors amongst others. Stress has a potential negative impact on performance with the quality of surgical practice and patient safety being affected as a result. In order to appreciate the level of stress encountered during surgical procedures both objective and subjective methods can be used. This study reports the use of a combined objective (physiological) and subjective (psychological) method for evaluating stress experienced by the operating surgeon. Six consultant colorectal surgeons were evaluated performing eighteen anterior resections. Heart rate was recorded using a wireless chest strap at eight pre-determined operative steps. Heart Rate Variability indices were calculated offline using computerized software. Surgeon reported stress was collected using the State Trait Anxiety Inventory, a validated clinical stress scale. A significant increase in stress was demonstrated in all surgeons whilst operating as indicated by sympathetic tone (control: 4.02 ± 2.28 vs operative: 11.42 ± 4.63; P < 0.0001). Peaks in stress according to operative step were comparable across procedures and surgeons. There was a significant positive correlation with subjective reporting of stress across procedures (r = 0.766; P = 0.0005). This study demonstrates a significant increase in sympathetic tone in consultant surgeons measured using heart rate variability during elective colorectal resections. A significant correlation can be demonstrated between HRV measurements and perceived stress using the State Trait Anxiety Inventory. A combined approach to assessing operative stress is required to evaluate any effect on performance and outcomes. Colorectal Disease © 2014 The Association of Coloproctology of Great Britain and Ireland.

  12. Does Empathy Predict Instructional Assignment-Related Stress? A Study in Special and General Education Teachers

    ERIC Educational Resources Information Center

    Platsidou, Maria; Agaliotis, Ioannis

    2017-01-01

    The role of empathy in the teaching profession has been vastly investigated in relation to its effect on students, but research on how teachers' empathy affects their own well-being at work is limited. This study investigated empathy and instructional assignment-related stress factors of primary school teachers serving in general or special…

  13. Burnout, Job Satisfaction and Instructional Assignment-Related Sources of Stress in Greek Special Education Teachers

    ERIC Educational Resources Information Center

    Platsidou, Maria; Agaliotis, Ioannis

    2008-01-01

    In the literature concerning Greek special education teachers, there is little evidence regarding the perceived levels of burnout, job satisfaction, and job-related stress factors. The present study focused on the above issues. A sample of 127 Greek special education teachers at the primary school level was tested with the Maslach Burnout…

  14. Teacher Stress and Burnout. Organizing Systems To Support Competent Social Behavior in Children and Youth.

    ERIC Educational Resources Information Center

    Carter, Susanne

    This guide presents individual and school-based strategies to help teachers deal with stress and burnout. The following individual strategies are briefly described: biofeedback, buddy system, childhood energy, conflict management, desensitization, dreams, exercise, humor, ideology, imaging, leaving stress behind, looking forward, making lists,…

  15. Development of a Modified Korean East Asian Student Stress Inventory by Comparing Stress Levels in Medical Students with Those in Non-Medical Students.

    PubMed

    Shin, Hee Kon; Kang, Seok Hoon; Lim, Sun-Hye; Yang, Jeong Hee; Chae, Sunguk

    2016-01-01

    Medical students are usually under more stress than that experienced by non-medical students. Stress testing tools for Korean medical students have not been sufficiently studied. Thus, we adapted and modified the East Asian Student Stress Inventory (EASSI), a stress testing tool for Korean students studying abroad, and verified its usefulness as a stress test in Korean university students. We also compared and analyzed stress levels between medical and non-medical students. A questionnaire survey was conducted on medical and non-medical students of a national university, and the responses of 224 students were analyzed for this study. Factor analysis and reliability testing were performed based on data collected for 25 adapted EASSI questions and those on the Korean version of the Global Assessment of Recent Stress Scale (GARSS). A correlation analysis was performed between the 13 modified EASSI questions and the GARSS, and validity of the modified EASSI was verified by directly comparing stress levels between the two student groups. The 13 questions adapted for the EASSI were called the modified EASSI and classified into four factors through a factor analysis and reliability testing. The Pearson's correlation analysis revealed a significant correlation between the modified EASSI and the Korean version of the GARSS, suggesting a complementary strategy of using both tests. The validity and reliability of the EASSI were verified. The modified Korean EASSI could be a useful stress test for Korean medical students. Our results show that medical students were under more stress than that of non-medical students. Thus, these results could be helpful for managing stress in medical students.

  16. Preparation for teacher collaboration in inclusive classrooms - stress reduction for special education students via acceptance and commitment training: A controlled study.

    PubMed

    Pülschen, Simone; Pülschen, Dietrich

    2015-01-01

    The education system in Germany is beginning to witness a sea change, lately, owing to the country's ratification of the United Nation's Convention on the Rights of Persons with Disabilities. The enactment is aiming at making provision for special education teachers to share the same teaching platform and institution with other teachers for teaching children from all backgrounds, irrespective of their needs. While promoting the benefits of collaborative teaching, this provision would also effectively establish role demarcation among teachers. However, the level of participation and adaptiveness displayed by individual teachers would play a major role in determining the success or failure of the intended collaborative framework. Collaboration also becomes challenging due to the level of stress involved in the teaching profession. The fact that only 65 % of teachers in Germany reach retirement age while still in service, primarily due to psychiatric illness, has posed questions on adopting the collaborative framework for teachers from diverse backgrounds. In other words, it can be stated that the process of collaborating with teachers from different professional backgrounds and with varying levels of skills will potentially lead to further stress. The stress-related psychological states, developed through the collaborative processes, might affect the biological stress-response systems of the participating teachers. With stress-response contributing directly to the pathogenesis of stress-related diseases and disorders in the long term, it would be important to contain the ripple effect of collaborative framework that the enactment intends to establish between SEN (special educational needs) teachers and others. In addition to impacting the long-term health of teachers, the collaborative framework is also suggestive of having similar effects on students studying special education (SEN students). A study was conducted to examine the stress levels associated with the

  17. Evaluation and Adaption of the Trier Inventory for Chronic Stress (TICS) for Assessment in Competitive Sports

    PubMed Central

    Sallen, Jeffrey; Hirschmann, Florian; Herrmann, Christian

    2018-01-01

    The demands of a career in competitive sports can lead to chronic stress perception among athletes if there is a non-conformity of requirements and available coping resources. The Trier Inventory for Chronic Stress (TICS) (Schulz et al., 2004) is said to be thoroughly validated. Nevertheless, it has not yet been subjected to a confirmatory factor analysis. The present study aims (1) to evaluate the factorial validity of the TICS within the context of competitive sports and (2) to adapt a short version (TICS-36). The total sample consisted of 564 athletes (age in years: M = 19.1, SD = 3.70). The factor structure of the original TICS did not adequately fit the present data, whereas the short version presented a satisfactory fit. The results indicate that the TICS-36 is an economical instrument for gathering interpretable information about chronic stress. For assessment in competitive sports with TICS-36, we generated overall and gender-specific norm values. PMID:29593611

  18. Parents' and Teachers' Perceptions of Adolescent Storm and Stress: Relations with Parenting and Teaching Styles

    ERIC Educational Resources Information Center

    Hines, Allyn R.; Paulson, Sharon E.

    2006-01-01

    The purpose of this study was to determine if parents and teachers differed in their views of adolescent storm and stress, and to examine the relations of these reported perceptions with parenting and teaching behaviors. Subjects were parents and teachers of middle and high school students in three school districts in the Midwest. Storm and stress…

  19. Emerging Thought and Research on Student, Teacher, and Administrator Stress and Coping. Research on Stress and Coping in Education

    ERIC Educational Resources Information Center

    Gates, Gordon S., Ed.; Wolverton, Mimi, Ed.; Gmelch, Walter H., Ed.

    2007-01-01

    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,…

  20. Queensland Teachers' Conceptions of Assessment: The Impact of Policy Priorities on Teacher Attitudes

    ERIC Educational Resources Information Center

    Brown, Gavin T. L.; Lake, Robert; Matters, Gabrielle

    2011-01-01

    The conceptions Queensland teachers have about assessment purposes were surveyed in 2003 with an abridged version of the Teacher Conceptions of Assessment Inventory. Multi-group analysis found that a model with four factors, somewhat different in structure to previous studies, was statistically different between Queensland primary and (lower)…

  1. Assessing Teacher Appraisals and Stress in the Classroom: Review of the Classroom Appraisal of Resources and Demands

    ERIC Educational Resources Information Center

    McCarthy, Christopher J.; Lambert, Richard G.; Lineback, Sally; Fitchett, Paul; Baddouh, Priscila G.

    2016-01-01

    Stress research increasingly emphasizes the role of appraisal in determining which events are perceived as stressful. The Classroom Appraisal of Resources and Demands (CARD) was developed to measure teachers' appraisals of their classroom demands and resources in order to assess their risk for experiencing occupational stress. The present purposes…

  2. Students and Teachers Benefit from Mindfulness-Based Stress Reduction in a School-Embedded Pilot Study

    PubMed Central

    Gouda, Sarah; Luong, Minh T.; Schmidt, Stefan; Bauer, Joachim

    2016-01-01

    Objective: There is a research gap in studies that evaluate the effectiveness of a school-embedded mindfulness-based intervention for both students and teachers. To address this gap, the present pilot study reviews relevant literature and investigates whether students and teachers who participate in separate Mindfulness-Based Stress Reduction (MBSR) courses show improvements across a variety of psychological variables including areas of mental health and creativity. Methods: The study applied a controlled waitlist design with three measurement points. A total of 29 students (n = 15 in the intervention and n = 14 in the waitlist group) and 29 teachers (n = 14 in the intervention and n = 15 in the waitlist group) completed questionnaires before and after the MBSR course. The intervention group was also assessed after a 4-month follow-up period. Results: Relative to the control group, significant improvements in self-reported stress, self-regulation, school-specific self-efficacy and interpersonal problems were found among the students who participated in the MBSR course (p < 0.05, Cohens' d ranges from 0.62 to 0.68). Medium effect sizes on mindfulness, anxiety and creativity indicate a realistic potential in those areas. By contrast, teachers in the intervention group showed significantly higher self-reported mindfulness levels and reduced interpersonal problems compared to the control group(p < 0.05, Cohens' d = 0.66 and 0.42, respectively), with medium effect sizes on anxiety and emotion regulation. Conclusion: The present findings contribute to a growing body of studies investigating mindfulness in schools by discussing the similarities and differences in the effects of MBSR on students and teachers as well as stressing the importance of investigating interpersonal effects. PMID:27199825

  3. Classroom Management Styles: The Differences among Traditionally-Licensed Teachers Who Were Formally Paraprofessionals and Alternatively-Licensed Teachers

    ERIC Educational Resources Information Center

    Payton, Caterria Beasley

    2012-01-01

    The purpose of this study was to determine if there was a difference in the attitudes and beliefs of traditionally certified teachers who were previously assistant teachers and alternatively certified teachers regarding classroom management. The instrument used in the study was the Attitudes and Beliefs on Classroom Control Inventory-Revised and…

  4. Responses of the autonomic nervous system during periods of perceived high and low work stress in younger and older female teachers.

    PubMed

    Ritvanen, Tiina; Louhevaara, Veikko; Helin, Pertti; Väisänen, Sari; Hänninen, Osmo

    2006-05-01

    The aim of this study was to examine the response of the autonomic nervous system in younger (mean age 31 yrs, n=14) and older (mean age 54 yrs, n=14) healthy female teachers during work periods of perceived high and low stress. In the younger participants, heart rate, cortisol excretion rate and psychosomatic symptoms were significantly higher during the high work stress period. The older participants experienced no decrease in their heart rate and cortisol excretion during the low stress period and they exhibited no significant decrease in blood pressure after the work in the evening during both periods. It may be concluded that the recovery from the stress in the older teachers was insufficient particularly in view of their elevated diastolic blood pressure during the low work stress period. Ergonomic and individually tailored measures in terms of work time control, specific relaxation techniques, and a part-time retirement may improve the stress management of older teachers.

  5. Cortisol responses to naturalistic and laboratory stress in student teachers: comparison with a non-stress control day.

    PubMed

    Wolfram, Maren; Bellingrath, Silja; Feuerhahn, Nicolas; Kudielka, Brigitte M

    2013-04-01

    Ambulatory assessments of hypothalamus-pituitary-adrenal axis responses to acute natural stressors yield evidence on stress regulation with high ecological validity. Sampling of salivary cortisol is a standard technique in this field. In 21 healthy student teachers, we assessed cortisol responses to a demonstration lesson. On a control day, sampling was repeated at analogous times. Additionally, the cortisol awakening response (CAR) was assessed on both days. Participants were also exposed to a laboratory stressor, the Trier Social Stress Test, and rated their individual levels of chronic work stress. In pre-to-post-stress assessment, cortisol levels declined after the lesson. However, post-stress cortisol levels were significantly higher compared with those on the control day. Also, the Trier Social Stress Test yielded higher cortisol responses when using the control day as reference baseline. Associations between the CAR and chronic stress measures were observed solely on the control day. There were no significant associations between cortisol responses to the natural and laboratory stressors. Our results indicate that a control day might be an important complement in laboratory but especially in ambulatory stress research. Furthermore, associations between chronic stress measures and the CAR might be obscured by acute stress exposure. Finally, responses to the laboratory stressor do not seem to mirror natural stress responses. Copyright © 2012 John Wiley & Sons, Ltd.

  6. Mathematics teachers' support and retention: using Maslow's hierarchy to understand teachers' needs

    NASA Astrophysics Data System (ADS)

    Fisher, Molly H.; Royster, David

    2016-10-01

    As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to develop a hierarchy of teachers' needs that resembles Maslow's hierarchy, which can be used to better support teachers in various stages of their careers. The interviews revealed both non content-specific and content-specific needs within the hierarchy. The responses show that teachers found different schools foster different stress levels and that as teachers they used a number of resources for reducing stress. Other mathematics-specific ideas are also discussed such as the amount of content and pedagogy courses required for certification.

  7. You Are Not Alone: Colleague Support and Goal-Oriented Cooperation as Resources to Reduce Teachers' Stress

    ERIC Educational Resources Information Center

    Wolgast, Anett; Fischer, Natalie

    2017-01-01

    The teaching profession is associated with high levels of perceived stress due to time constraints, heavy workload, and extra-curricular obligations. Teachers' perceived stress affects the quality of their instruction and consequently their students' motivation. According to social interdependence theory, frequent cooperative activities with…

  8. Work environment stressors, social support, anxiety, and depression among secondary school teachers.

    PubMed

    Mahan, Pamela L; Mahan, Michael P; Park, Na-Jin; Shelton, Christie; Brown, Kathleen C; Weaver, Michael T

    2010-05-01

    Work environment stress, a salient health and safety issue for secondary school teachers, school administrators, parents, and students, was examined in 168 teachers from two urban and five suburban high schools. The purpose of this study was to examine relationships between ongoing and episodic stressors and anxiety and depression, as well as the extent to which anxiety and depression may be predicted by stressors and coworker and supervisor support. The Ongoing Stressor Scale (OSS) and the Episodic Stressor Scale (ESS), the Coworker and Supervisor Contents of Communication Scales (COCS), the State Anxiety inventory (S-Anxiety), and the Center for Epidemiological Studies Depression Scale (CES-D) were used to measure the variables. Ongoing and episodic stressors were significantly and positively associated with anxiety and depression. Ongoing stressors and coworker support were significant in explaining anxiety and depression among secondary school teachers. Coworker support had an inverse relationship to anxiety and depression.

  9. The Approaches to Teaching Inventory: A Preliminary Validation of the Malaysian Translation

    ERIC Educational Resources Information Center

    Goh, Pauline Swee Choo; Wong, Kung Teck; Hamzah, Mohd Sahandri Gani

    2014-01-01

    The purpose of this study was to evaluate a Malaysian translation of the 22-item Approaches to Teaching Inventory for application in higher education. The Approaches to Teaching Inventory was a quantitative measure used by teachers of higher education to gauge their own teaching approaches that had been psychometrically assessed and widely used in…

  10. Teachers' Perceptions of the Leadership/Followership Dialectic.

    ERIC Educational Resources Information Center

    Mertler, Craig A.; Steyer, Sheri; Petersen, George J.

    An essential component of effective leadership is the cultivation of followers. This study examined whether 67 California and Ohio elementary and secondary school teachers understood the role and importance of followership in influencing school leadership. Teachers provided demographic data and completed the Teacher Sentiment Inventory, which…

  11. Teach with Databases: Toxics Release Inventory. [Multimedia].

    ERIC Educational Resources Information Center

    Barracato, Jay; Spooner, Barbara

    This curriculum unit provides students with real world applications of science as it pertains to toxic releases into the environment. This boxed package contains the Toxics Release Inventory (TRI) Teacher's Guide, TRI Database Basics guide, comprehensive TRI compact disk with user's guide, "Getting Started: A Guide to Bringing Environmental…

  12. Psychometric properties of the Occupational Stress and Coping Inventory (AVEM) in a cancer population.

    PubMed

    Rath, Hilke M; Steimann, Monika; Ullrich, Anneke; Rotsch, Martin; Zurborn, Karl-Heinz; Koch, Uwe; Kriston, Levente; Bergelt, Corinna

    2015-02-01

    Although the Occupational Stress and Coping Inventory (AVEM) questionnaire is used to assess work behaviour during occupation-related oncological rehabilitation, little is known about its psychometric characteristics in cancer patients. Therefore, we analysed the psychometric properties of the AVEM in this group. The AVEM was administered to 477 cancer patients at the beginning of rehabilitation. The AVEM consists of 11 subscales that categorise patients into one of four types of work behaviour. We obtained data from several subgroups and analysed reliability using Cronbach's α. We performed a confirmatory factor analysis (CFA) of the dimensional structure proposed by the authors of the AVEM. In addition, we analysed the AVEM's predictive validity by examining work-related outcomes one year after the end of rehabilitation (N = 336). Similar to a population-based reference sample, half of the patients exhibited work behaviours that might be problematic in stressful working situations. The AVEM proved to be a reliable instrument, and the CFA supported the factor structure of the AVEM. The analyses of predictive validity suggest that work behaviour and mental health characteristics, that involve the tendency to feel overwhelmed and less motivated at work, might lead to an increased level of occupational stress one year post-rehabilitation. The AVEM can be used during rehabilitation to assess the extent to which patients report work behaviours associated with occupational stress and dissatisfaction. Patients who exhibit the tendency to feel overwhelmed and helpless in stressful work situations should be identified early so they can be offered support.

  13. Inventory: 26 Reasons for Doing One

    ERIC Educational Resources Information Center

    Braxton, Barbara

    2005-01-01

    A stocktake is a legal requirement that ensures that teacher-librarians are accountable for the money they have spent throughout the year. Including staff salaries, the library absorbs a large amount of the annual school budget, so it is essential that funds are spent wisely. Inventory is done at the end of each academic year as part of the…

  14. Coping, Stress, and Job Satisfaction as Predictors of Advanced Placement Statistics Teachers' Intention to Leave the Field

    ERIC Educational Resources Information Center

    McCarthy, Christopher J.; Lambert, Richard G.; Crowe, Elizabeth W.; McCarthy, Colleen J.

    2010-01-01

    This study examined the relationship of teachers' perceptions of coping resources and demands to job satisfaction factors. Participants were 158 Advanced Placement Statistics high school teachers who completed measures of personal resources for stress prevention, classroom demands and resources, job satisfaction, and intention to leave the field…

  15. A comparison of the relationships between psychosocial factors, occupational strain, and work ability among 4 ethnic teacher groups in China.

    PubMed

    Lian, Yulong; Xiao, Jing; Zhang, Chen; Guan, Suzhen; Li, Fuye; Ge, Hua; Liu, Jiwen

    2016-01-01

    The present study compared the level of occupational strain and work ability among Han, Hui, Uygur, Hui, and Kazakh teachers, and explored ethnic differences based on the associations of psychosocial factors at work, occupational strain, and work ability. A cross-sectional survey was conducted among 2,941 teachers in primary and secondary schools in Xinjiang Province, China. Psychosocial factors, occupational strain, and work ability were measured using the Occupation Stress Inventory-Revised Edition (OSI-R) and Work Ability Index. Han and Hui teachers experienced reduced work ability compared with Uygur and Kazakh teachers, and this finding was caused, in part, by exposure to psychosocial factors at work. The vocational and psychological strains caused by these factors play an important role in reduced work ability among all ethnic teacher groups. The findings indicate the importance of taking action to reduce occupational strain for promoting teachers' work ability in multiethnic workplaces.

  16. Preservice Teachers' Work Stress, Self-Efficacy, and Occupational Commitment in Four Countries

    ERIC Educational Resources Information Center

    Klassen, Robert; Wilson, Elaine; Siu, Angela F. Y.; Hannok, Wanwisa; Wong, Marina W.; Wongsri, Nongkran; Sonthisap, Panwadee; Pibulchol, Chaleosri; Buranachaitavee, Yanisa; Jansem, Anchalee

    2013-01-01

    In this study, we examine the teaching-related stress, self-efficacy, and occupational commitment of preservice teachers from two culturally western and two culturally eastern countries. The sample included 1,187 participants from Canada (n?=?379), England (n?=?203), Hong Kong (n?=?211), and Thailand (n?=?394). Self-efficacy partially reduced…

  17. The Relationship of Locus of Control, Stress Related to Performance-Based Accreditation, and Job Stress to Burnout in Public School Teachers and Principals.

    ERIC Educational Resources Information Center

    Hipps, Elizabeth Smith; Malpin, Glennelle

    Results of a study to determine the amount of burnout experienced by Alabama public school teachers and principals that could be accounted for by stress related to the Alabama Performance-Based Accreditation Standards, job stress, locus of control, age, and gender are reported in this paper. Objectives of the study were to develop a measure of…

  18. Basic truths for planning and executing an inventory

    Treesearch

    2000-01-01

    A number of basic truths are presented. The importance of carefully developing the objectives for an inventory is stressed. The use of permanent plots and temporary plots is covered. The necessity of obtaining a representative sample, training effectively, and collecting quality data is discussed. The future direction for forest inventories is suggested.

  19. Socio-Cultural Factors of Teachers' Conceptions of Knowledge: Epistemic Beliefs of Arab Teachers

    ERIC Educational Resources Information Center

    Mohamed, Mohamed Taha

    2014-01-01

    This research investigates aspects of epistemic beliefs of pre-service and in-service teachers in the United Arab Emirates, and how these beliefs might be related to factors such as teachers' gender, location (where they live), and the subject they teach (humanities vs. science). A standardized Arabic version of the Epistemic Belief Inventory was…

  20. Assessing infertility-related stress: the factor structure of the Fertility Problem Inventory in Italian couples undergoing infertility treatment.

    PubMed

    Donarelli, Zaira; Gullo, Salvatore; Lo Coco, Gianluca; Marino, Angelo; Scaglione, Piero; Volpes, Aldo; Allegra, Adolfo

    2015-01-01

    The factor structure of the Fertility Problem Inventory (FPI) and its invariance across gender were examined in Italian couples undergoing infertility treatment. About 1000 subjects (both partners of 500 couples) completed two questionnaires prior to commencing infertility treatment at a private Clinic in Palermo, Italy. Confirmatory Factor Analysis demonstrated that the original factor structure of the FPI was partially confirmed. Two correlated factors (Infertility Life Domains and Importance of Parenthood) were obtained via a post hoc Exploratory Factor Analysis. Finally, the invariance of this factor structure across gender was confirmed. The study supported the relevance of two interrelated factors specific to infertility stress which could help clinicians to focus on the core infertility-related stress domains of infertile couples.

  1. Inquiry-Based Stress Reduction Meditation Technique for Teacher Burnout: A Qualitative Study

    ERIC Educational Resources Information Center

    Schnaider-Levi, Lia; Mitnik, Inbal; Zafrani, Keren; Goldman, Zehavit; Lev-Ari, Shahar

    2017-01-01

    An inquiry-based intervention has been found to have a positive effect on burnout and mental well-being parameters among teachers. The aim of the current study was to qualitatively evaluate the effect of the inquiry-based stress reduction (IBSR) meditation technique on the participants. Semi-structured interviews were conducted before and after…

  2. Stressful Psychosocial Work Environment, Poor Sleep, and Depressive Symptoms among Primary School Teachers

    ERIC Educational Resources Information Center

    Gluschkoff, Kia; Elovainio, Marko; Keltikangas-Järvinen, Liisa; Hintsanen, Mirka; Mullola, Sari; Hintsa, Taina

    2016-01-01

    Introduction: We examined the associations and proportionate contributions of three well-validated models of stressful psychosocial work environment (job strain, effort-reward imbalance, and organizational injustice) in explaining depressive symptoms among primary school teachers. In addition, we tested the mediating role of different types of…

  3. Mindfulness Training and Reductions in Teacher Stress and Burnout: Results from Two Randomized, Waitlist-Control Field Trials

    ERIC Educational Resources Information Center

    Roeser, Robert W.; Schonert-Reichl, Kimberly A.; Jha, Amishi; Cullen, Margaret; Wallace, Linda; Wilensky, Rona; Oberle, Eva; Thomson, Kimberly; Taylor, Cynthia; Harrison, Jessica

    2013-01-01

    The effects of randomization to mindfulness training (MT) or to a waitlist-control condition on psychological and physiological indicators of teachers' occupational stress and burnout were examined in 2 field trials. The sample included 113 elementary and secondary school teachers (89% female) from Canada and the United States. Measures were…

  4. Factors Influencing the Organizational Stress among Teachers Working in Higher Education Sector in Kerala: An Empirical Analysis

    ERIC Educational Resources Information Center

    Areekkuzhiyil, Santhosh

    2014-01-01

    The study aims to explore the various factors that influence the organizational stress of teachers working in higher education sector in the state of Kerala. The data required for the study has been conveniently collected from 200 teachers working in higher education sector. Exploratory factor analysis revealed nine factors, which significantly…

  5. The Mathematics Attitude Inventory: Instrument and User's Manual.

    ERIC Educational Resources Information Center

    Sandman, Richard S.

    1980-01-01

    The Mathematics Attitude Inventory, designed to measure the attitudes toward mathematics of secondary students, and its accompanying user's manual, are described. The six scales measure perception of mathematics teachers, value of mathematics, self-concept in mathematics, and anxiety toward, enjoyment of, and motivation in mathematics. (MK)

  6. Teacher Self-Efficacy and Occupational Stress: A Major Australian Curriculum Reform Revisited

    ERIC Educational Resources Information Center

    McCormick, John; Ayres, Paul L.

    2009-01-01

    Purpose: The purpose of this research was to study teachers' self-efficacy and occupational stress in the context of a large-scale curriculum reform in New South Wales, Australia. The study aims to follow up and replicate a study carried out approximately one year earlier. Design/methodology/approach: A theoretical framework, primarily based on…

  7. At Risk Teachers.

    ERIC Educational Resources Information Center

    Hammond, Ormond W.; Onikama, Denise L.

    This paper examines research on risk factors affecting teachers, noting that teachers encounter daily challenges and stresses in working with today's students. Risk is difficult to define. Consequences of risk can include stress and burnout, absenteeism, and attrition. Research shows that everyday events, even positive ones, cause stress, and…

  8. Rotational kinematics of a rigid body about a fixed axis: development and analysis of an inventory

    NASA Astrophysics Data System (ADS)

    Mashood, K. K.; Singh, Vijay A.

    2015-07-01

    We present the development, administration, and analysis of a focused inventory on the rotational kinematics of a rigid body around a fixed axis. The inventory, which is made up of 13 multiple-choice questions, was developed on the basis of interactions with students and teachers. The systematic and iterative aspects of the construction of the inventory are illustrated. The questions, which were validated, were administered to a set of teachers (N = 25) and two groups of preuniversity students (N = 74 and 905) in India. Students, as well as teachers, exhibited difficulties in applying the operational definition of angular velocity to a rigid body. Many erroneously assumed that an angular acceleration cannot exist without a net torque. Patterns of reasoning resulting in errors were identified and categorized under four broad themes. These include inappropriate extensions of familiar procedural practices, reasoning cued by primitive elements in thought, lack of differentiation between related but distinct concepts, and indiscriminate use of equations. The inventory was also administered to introductory-level students (N = 384) at the University of Washington. Popular distractors to most items were similar to the Indian students.

  9. Professional Development Urban Schools: What Do Teachers Say?

    ERIC Educational Resources Information Center

    Green, Tanya R.; Allen, Mishaleen

    2015-01-01

    This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…

  10. Overcommitment but not effort-reward imbalance relates to stress-induced coagulation changes in teachers.

    PubMed

    von Känel, Roland; Bellingrath, Silja; Kudielka, Brigitte M

    2009-02-01

    Stress-related hypercoagulability might link job stress with atherosclerosis. This paper aims to study whether overcommitment, effort-reward imbalance, and the overcommitment by effort-reward imbalance interaction relate to an exaggerated procoagulant stress response. We assessed job stress in 52 healthy teachers (49 +/- 8 years, 63% women) at study entry and, after a mean follow-up of 21 +/- 4 months, when they underwent an acute psychosocial stressor and had coagulation measures determined in plasma. In order to increase the reliability of job stress measures, entry and follow-up scores of overcommitment and of effort-reward imbalance were added up to total scores. During recovery from stress, elevated overcommitment correlated with D-dimer increase and with smaller fibrinogen decrease. In contrast, overcommitment was not associated with coagulation changes from pre-stress to immediately post-stress. Effort-reward imbalance and the interaction between overcommitment and effort-reward imbalance did not correlate with stress-induced changes in coagulation measures. Overcommitment predicted acute stress-induced hypercoagulability, particularly during the recovery period.

  11. Factors associated with occupational strain among Chinese teachers: a cross-sectional study.

    PubMed

    Yang, X; Wang, L; Ge, C; Hu, B; Chi, T

    2011-02-01

    With the reform of the education system in China, teachers are suffering from more occupational strain, which is believed to impair their working state indirectly and affect their health. This study assessed occupational strain and explored the related factors among Chinese teachers. Cross-sectional with cluster sampling. The study population was composed of 3570 school teachers working in 64 primary and middle schools in Heping District in Shenyang, China. Data were collected using a self-administered questionnaire (the Chinese version of the Occupational Stress Inventory scale). Multivariate linear regression analyses were performed to study the factors related to occupational strain. The average score on the Personal Strain Questionnaire (PSQ) for the whole study population was 106.5 (107.5 in men and 106.3 in women). Teachers with chronic disease, a greater number of days of sick leave, recent experience of a stressful life event and divorced/separated/widowed status tended to suffer greater strain than their peers. Regression analyses showed that the PSQ score was significantly associated with role overload, role boundary, responsibility and physical environment, and inversely associated with recreation and rational coping. The most crucial predictors of occupational strain were chronic disease, days of sick leave, recent experience of a stressful life event and marital status. Being a class teacher was the strongest indicator of interpersonal strain. Self-care was associated with vocational strain and psychological strain, and inversely associated with physical strain. Most teachers in this study experienced a high degree of occupational strain. Chronic disease, days of sick leave, recent experience of a stressful life event and divorced/separated/widowed status played prominent roles in occupational strain. In addition, role overload, role boundary, responsibility and physical environment induce occupational strain, while recreation and rational coping have

  12. Relationships between Language Teachers' Time-Management Skills, Creativity, and Burnout: A Mediation Analysis

    ERIC Educational Resources Information Center

    Mahmoodi-Shahrebabaki, Masoud

    2015-01-01

    The present study aimed to investigate the effects of language teachers' time management and creativity skills on their burnout levels. The sample consisted of 213 Iranian language teachers. The Maslach Burnout Inventory (MBI), Creative Behavior Inventory (CBI) and Time Management Skills Questionnaire (TMSQ) were employed for data collection. By…

  13. A Gesture Inventory for the Teaching of Spanish.

    ERIC Educational Resources Information Center

    Green, Jerald R.

    Intended for the nonnative, audiolingual-oriented Spanish teacher, this guide discusses the role of nonverbal behavior in foreign language learning with major emphasis given to an inventory of peninsular Spanish gesture. Gestures are described in narrative with line drawings to provide visual cues, and are accompanied by illustrative selections…

  14. Maslow's Need Hierarchy Related to Educational Attitudes and Self-Concepts of Elementary Student Teachers.

    ERIC Educational Resources Information Center

    Noad, Brian

    1979-01-01

    The Work Motivation Inventory, Minnesota Teacher Attitude Inventory, and Adjective Self Description Instrument were administered to 128 University of Houston student teachers. Results indicated that educational attitudes and self-concept, operating jointly, significantly contributed to the variance in Maslow's scales of basic, safety, and…

  15. Burnout in Teachers of Young Children.

    ERIC Educational Resources Information Center

    Townley, Kim F.; And Others

    1991-01-01

    Assessed the relationship of selected personal and job-related variables to burnout in teachers of young children. The Maslach Burnout Inventory and a questionnaire were administered to 363 day care teachers. Burnout and competence were identified as factors supporting the concept that burnout is multidimensional. (Author/GLR)

  16. The Relationship between the Styles of Coping with Stress and the Levels of Hopelessness of Preschool Teachers

    ERIC Educational Resources Information Center

    Ekici, Fatma Yasar

    2017-01-01

    The main aim of this research is to examine the relationship between the styles of coping with stress and the levels of hopelessness of preschool teachers. Relational survey method was used in this research. The research sample consists of 108 preschool teachers working in preschool education institutions in Küçükçekmece district of Istanbul in…

  17. Development and Psychometric Properties of the Disability Application Appraisal Inventory

    ERIC Educational Resources Information Center

    Sayer, Nina A.; Spoont, Michele; Nelson, David B.; Nugent, Sean

    2004-01-01

    This article describes the development and psychometric properties of an inventory to assess cognitive appraisal of the Department of Veterans Affairs (VA) disability application process, the Disability Application Appraisal Inventory (DAAI). Participants were 439 veterans seeking disability status for posttraumatic stress disorder through the VA…

  18. Feigning combat-related posttraumatic stress disorder on the personality assessment inventory.

    PubMed

    Calhoun, P S; Earnst, K S; Tucker, D D; Kirby, A C; Beckham, J C

    2000-10-01

    This study examined whether individuals who were instructed on the Diagnostic and Statistical Manual of Mental Disorders (4th ed. [DSM-IV]; American Psychiatric Association, 1994) criteria for posttraumatic stress disorder (PTSD) could feign PTSD on the Personality Assessment Inventory (PAI; Morey, 1991). The study also investigated whether PAI indexes of symptom exaggeration, the Negative Impression Management (NIM) scale and the Malingering index, could identify individuals feigning PTSD. The diagnostic rule for PTSD (Morey, 1991, 1996) was applied to the profiles of a group of 23 veterans with combat-related PTSD and 23 male undergraduates instructed to malinger PTSD. Seventy percent of the student malingerers produced profiles that received diagnostic consideration for PTSD. The NIM cutting score (> or = 8) was highly effective in detecting simulation of PTSD but resulted in the misclassification of a large number of true PTSD cases. There were no significant differences in the overall efficiency of the test with various validity criteria. We discuss the implications of these findings for the use of the PAI in the diagnosis of combat-related PTSD.

  19. Examination of Attitudes to Learning and Educational Stress in Prospective Primary School Teachers: Izmir-Buca Sample

    ERIC Educational Resources Information Center

    Hamurcu, Hülya

    2018-01-01

    Many factors interact with each other in learning and internalizing a subject along with performing a new task. Attitudes and stress are the two of these factors. The aim of this study was to examine attitudes to learning and educational stress in third and fourth year students as prospective primary school teachers. The relational model was used…

  20. Hong Kong baccalaureate nursing students' stress and their coping strategies in clinical practice.

    PubMed

    Chan, Christine K L; So, Winnie K W; Fong, Daniel Y T

    2009-01-01

    This study examined Hong Kong baccalaureate nursing students' stress and their coping strategies in clinical practice. Two hundred five nursing students completed a self-administrative survey including demographics, Perceived Stress Scale, and Coping Behavior Inventory. Results showed that students perceived a moderate level of stress (M = 2.10, SD =0.44). The most common stressor was lack of professional knowledge and skills. Among the four types of coping strategies (transference, stay optimistic, problem solving, and avoidance), transference was the most frequently used. Furthermore, senior students who perceived a higher level of stress from taking care of patients were more likely to choose problem-solving strategies. Senior students who had no religious belief and perceived a higher level of stress from teachers and nursing staff were more likely to use avoidance strategies. The results provided valuable information for clinical educators in identifying students' needs, facilitating their learning in the clinical setting, and developing effective interventions to reduce stress.

  1. Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects.

    PubMed

    Mérida-López, Sergio; Extremera, Natalio; Rey, Lourdes

    2017-09-29

    This study examined the additive and interactive effects of role stress and emotional intelligence for predicting engagement among 288 teachers. Emotional intelligence and engagement were positively associated. Role ambiguity and role conflict showed negative associations with vigor and dedication scores. The interaction of role ambiguity and emotional intelligence was significant in explaining engagement dimensions. Similar results were found considering overall teacher engagement. Emotional intelligence boosted engagement when the levels of role ambiguity were higher. Our findings suggest the need for future research examining the impact of job hindrances on the links between emotional intelligence and teachers' occupational well-being indicators. Finally, the implications for emotional intelligence training in education are discussed.

  2. Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria

    PubMed Central

    Ugwoke, Samuel C.; Eseadi, Chiedu; Igbokwe, Chima C.; Chiaha, Gertrude T.U.; Nwaubani, Okechukwu O.; Orji, Chibueze Tobias; Ugwuanyi, Leonard T.; Chukwuma, Ifeoma S.; Edikpa, Edith C.; Ogakwu, Vera N.; Onu, Eucharia A.; Agu, Patricia; Nwobi, Ujunwa A.; Omeke, Faith; Okeke, Francisca C.; Ezema, Rita N.; Abugu, Lawretta I.

    2017-01-01

    Abstract Background: Stress is the product of how an individual reacts and adapts to the specific demands and threats they encounter while carrying out given tasks. The main purpose of this study was to investigate the effects of a rational-emotive health education intervention (REHEI) on stress management, and irrational beliefs in a sample of technical college teachers in Southeast Nigeria. Method: The study design was a pretest–posttest control group. Repeated measures analysis of variance, paired t test and Mann–Whitney U tests were used to analyze the data collected. Results: The REHEI significantly reduced teacher stress in those teaching staff exposed to the treatment intervention, relative to a waitlist control group. Furthermore, the REHEI program significantly decreased irrational beliefs about teaching in those teaching staff exposed to the treatment intervention compared to a waitlist control group. Conclusion: The REHEI program can be used to coach teachers on how to manage and cope with stress and overcome irrational beliefs in teaching. PMID:28767584

  3. Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria.

    PubMed

    Ugwoke, Samuel C; Eseadi, Chiedu; Igbokwe, Chima C; Chiaha, Gertrude T U; Nwaubani, Okechukwu O; Orji, Chibueze Tobias; Ugwuanyi, Leonard T; Chukwuma, Ifeoma S; Edikpa, Edith C; Ogakwu, Vera N; Onu, Eucharia A; Agu, Patricia; Nwobi, Ujunwa A; Omeke, Faith; Okeke, Francisca C; Ezema, Rita N; Abugu, Lawretta I

    2017-08-01

    Stress is the product of how an individual reacts and adapts to the specific demands and threats they encounter while carrying out given tasks. The main purpose of this study was to investigate the effects of a rational-emotive health education intervention (REHEI) on stress management, and irrational beliefs in a sample of technical college teachers in Southeast Nigeria. The study design was a pretest-posttest control group. Repeated measures analysis of variance, paired t test and Mann-Whitney U tests were used to analyze the data collected. The REHEI significantly reduced teacher stress in those teaching staff exposed to the treatment intervention, relative to a waitlist control group. Furthermore, the REHEI program significantly decreased irrational beliefs about teaching in those teaching staff exposed to the treatment intervention compared to a waitlist control group. The REHEI program can be used to coach teachers on how to manage and cope with stress and overcome irrational beliefs in teaching.

  4. Teacher Perceptions on Stress and Retention

    ERIC Educational Resources Information Center

    Ages, Valarie D.

    2011-01-01

    Teacher turnover is a costly enterprise for the education profession. Many teachers do not stay in the profession long enough to become experienced in the classroom, which means many students do not have the benefit of learning from an experienced teacher. The conceptual framework of the study was based on Ingersoll's work on teacher turnover.…

  5. Self-Reported and Actual Use of Proactive and Reactive Classroom Management Strategies and Their Relationship with Teacher Stress and Student Behaviour

    ERIC Educational Resources Information Center

    Clunies-Ross, Penny; Little, Emma; Kienhuis, Mandy

    2008-01-01

    This study investigated the relationship between primary school teachers' self-reported and actual use of classroom management strategies, and examined how the use of proactive and reactive strategies is related to teacher stress and student behaviour. The total sample consisted of 97 teachers from primary schools within Melbourne. Teachers…

  6. A rational-emotive stress management intervention for reducing job burnout and dysfunctional distress among special education teachers

    PubMed Central

    Ugwoke, Samuel C.; Eseadi, Chiedu; Onuigbo, Liziana N.; Aye, Eucharia N.; Akaneme, Immaculata N.; Oboegbulem, Angie I.; Ezenwaji, Ifeyinwa O.; Nwobi, Anthonia U.; Nwaubani, Okechukwu O.; Ezegbe, Bernedeth N.; Ede, Moses O.; Orji, Chibueze T.; Onuoha, Joseph C.; Onu, Eucharia U.; Okeke, Francisca; Agu, Patricia; Omeje, Joachim C.; Omeke, Faith; Ugwu, Romanus; Arumede, Florence; Eneh, Annastasia

    2018-01-01

    Abstract Background: Job-related burnout and distress are adverse stress responses which affect individuals in their occupational environment. This study aimed at investigating the effect of a rational-emotive stress management program on job burnout and dysfunctional distress among special education teachers in Nigeria. Methods: A pretest–posttest randomized control group design was used. The participants in the study were 54 special education teachers. Data were collected using self-report questionnaires. Participants were allocated to either the treatment group (n = 28 [59.1%]) or the waitlist control group (n = 26 [48.1%]), respectively. A rational-emotive stress management manual was used to deliver the intervention. We statistically analyzed the data collected at three-time points with repeated-measures analysis of variance. Results: At baseline, the job-related burnout symptoms and distress scores of participants were high. However, an intention-to-treat analysis showed that the rational-emotive stress management intervention program was efficacious in reducing the levels of job-related burnout symptoms and dysfunctional distress among participants assigned to the treatment group, compared to a waitlisted group at post-treatment and follow-up meetings. Conclusion: Our study demonstrates the effectiveness of a rational-emotive stress management intervention in reducing the level of job-related burnout and distress in a sample of special education teachers in Nigeria. Occupational health counsellors and other clinicians with sufficient knowledge of rational-emotive behavior therapy framework are urged to employ this approach in assisting other employees in managing job burnout symptoms, and distress. PMID:29703004

  7. Teacher self-efficacy and perceived autonomy: relations with teacher engagement, job satisfaction, and emotional exhaustion.

    PubMed

    Skaalvik, Einar M; Skaalvik, Sidsel

    2014-02-01

    When studied separately, research shows that both teacher self-efficacy and teacher autonomy are associated with adaptive motivational and emotional outcomes. This study tested whether teacher self-efficacy and teacher autonomy are independently associated with engagement, job satisfaction, and emotional exhaustion. 2,569 Norwegian teachers in elementary school and middle school (719 men, 1,850 women; M age = 45.0 yr., SD = 11.5) were administered the Norwegian Teacher Self-Efficacy Scale, the Teacher Autonomy Scale, the Utrecht Work Engagement Scale, the Teacher Job Satisfaction Scale, and the Maslach Burnout Inventory. The analysis revealed that both teacher autonomy and self-efficacy were independent predictors of engagement, job satisfaction, and emotional exhaustion. This study suggests that autonomy or decision latitude works positively but through different processes for teachers with high and low mastery expectations.

  8. Effects of 12-week Vegetarian Diet on the Nutritional Status, Stress Status and Bowel Habits in Middle School Students and Teachers.

    PubMed

    Lee, Bo Ra; Ko, Yu Mi; Cho, Mi Hee; Yoon, Young Ran; Kye, Seung Hee; Park, Yoo Kyoung

    2016-04-01

    This study investigated the effect of switching normal diet to vegetarian diet rich in vegetables and fruits for school foodservice and home meal on the nutritional status, bowel habit improvement and stress reduction of teachers and adolescents. A total of 40 research subjects (26 students, 14 teachers) from one middle school voluntarily participated in the research. Questionnaire surveys and blood analysis were conducted before and after a 12-week vegetarian diet period. The participants were asked on their dietary habit, bowel habit and stress measurement. After 12 weeks, reduction of BMI (kg/m(2)) in the students (p < 0.05) and reduction of TC (mg/dL) in both teachers and students (p < 0.05) were observed. Also reduction of LDL-C (mg/dL) was observed in the teachers (p < 0.05) whereas serum calcium and Vitamin B12 was increased in the students and teachers (p < 0.005). The teacher's stress level was reduced (p < 0.05) after the 12-week vegetarian diet. As for the changes in bowel habit, the number of the students and teachers classified as experiencing functional constipation was decreased respectively from 10 to 7, from 7 to 5. Based on the result, it is considered that the vegetarian diet rich in fruits and vegetables improved general health status of study subjects suggesting that such a dietary habit would substantially contribute to improving nutritional status and bowel habit.

  9. Effects of 12-week Vegetarian Diet on the Nutritional Status, Stress Status and Bowel Habits in Middle School Students and Teachers

    PubMed Central

    Lee, Bo Ra; Ko, Yu Mi; Cho, Mi Hee; Yoon, Young Ran

    2016-01-01

    This study investigated the effect of switching normal diet to vegetarian diet rich in vegetables and fruits for school foodservice and home meal on the nutritional status, bowel habit improvement and stress reduction of teachers and adolescents. A total of 40 research subjects (26 students, 14 teachers) from one middle school voluntarily participated in the research. Questionnaire surveys and blood analysis were conducted before and after a 12-week vegetarian diet period. The participants were asked on their dietary habit, bowel habit and stress measurement. After 12 weeks, reduction of BMI (kg/m2) in the students (p < 0.05) and reduction of TC (mg/dL) in both teachers and students (p < 0.05) were observed. Also reduction of LDL-C (mg/dL) was observed in the teachers (p < 0.05) whereas serum calcium and Vitamin B12 was increased in the students and teachers (p < 0.005). The teacher's stress level was reduced (p < 0.05) after the 12-week vegetarian diet. As for the changes in bowel habit, the number of the students and teachers classified as experiencing functional constipation was decreased respectively from 10 to 7, from 7 to 5. Based on the result, it is considered that the vegetarian diet rich in fruits and vegetables improved general health status of study subjects suggesting that such a dietary habit would substantially contribute to improving nutritional status and bowel habit. PMID:27152300

  10. Children and Post Traumatic Stress Disorder: What Classroom Teachers Should Know. ERIC Digest.

    ERIC Educational Resources Information Center

    Grosse, Susan J.

    Children may be exposed to trauma in their personal lives or at school. Teachers can prepare children to cope with trauma by understanding the nature of trauma, teaching skills for responding to emergencies, and learning how to mitigate the after-effects of trauma. Post traumatic stress disorder (PTSD) has specific characteristics and…

  11. Preservice Science Teachers' Attitudes toward Environment

    ERIC Educational Resources Information Center

    Koc, Isil; Kuvac, Meltem

    2016-01-01

    The purpose of this study was to determine preservice science teachers' attitudes toward environment and to investigate whether their environmental attitudes differ in terms of gender and grade level. A total of 197 preservice science teachers participated in the study. Personal Information Form and the Environmental Attitudes Inventory (EAI)…

  12. Inner-City Schools Get More Custodial Teachers.

    ERIC Educational Resources Information Center

    Campbell, Lloyd P.; Williamson, John A.

    1978-01-01

    In comparison to a group in White, middle class schools, the Pupil Control Ideology Inventory (PCI) indicated that student teachers in ghetto-type schools were more custodial even before their student teaching. The supervising teacher was not a major factor in attitude change. (SJL)

  13. The Group Reading Inventory in the Social Studies Classroom.

    ERIC Educational Resources Information Center

    Henk, William A.; Helfeldt, John P.

    1985-01-01

    The Group Reading Inventory (GRI) is a reading evaluation tool that can survey an entire class of students at the same time. A testing sequence using GRI that allows teachers to identify the functional reading levels of most students in three short examination sessions is presented. (RM)

  14. Predictors of mental health in female teachers.

    PubMed

    Seibt, Reingard; Spitzer, Silvia; Druschke, Diana; Scheuch, Klaus; Hinz, Andreas

    2013-12-01

    Teaching profession is characterised by an above-average rate of psychosomatic and mental health impairment due to work-related stress. The aim of the study was to identify predictors of mental health in female teachers. A sample of 630 female teachers (average age 47 ± 7 years) participated in a screening diagnostic inventory. Mental health was surveyed with the General Health Questionnaire GHQ-12. The following parameters were measured: specific work conditions (teacher-specific occupational history), scales of the Effort-Reward-Imbalance (ERI) Questionnaire as well as cardiovascular risk factors, physical complaints (BFB) and personal factors such as inability to recover (FABA), sense of coherence (SOC) and health behaviour. First, mentally fit (MH(+)) and mentally impaired teachers (MH(-)) were differentiated based on the GHQ-12 sum score (MH(+): < 5; MH(-): ≥ 5); 18% of the teachers showed evidence of mental impairment. There were no differences concerning work-related and cardiovascular risk factors as well as health behaviour between MH(+) and MH(-). Binary logistic regressions identified 4 predictors that showed a significant effect on mental health. The effort-reward-ratio proved to be the most relevant predictor, while physical complaints as well as inability to recover and sense of coherence were identified as advanced predictors (explanation of variance: 23%). Contrary to the expectations, classic work-related factors can hardly contribute to the explanation of mental health. Additionally, cardiovascular risk factors and health behaviour have no relevant influence. However, effort-reward-ratio, physical complaints and personal factors are of considerable influence on mental health in teachers. These relevant predictors should become a part of preventive arrangements for the conservation of teachers' health in the future.

  15. Teacher Burnout in Special Education--Myth or Reality?

    ERIC Educational Resources Information Center

    Presley, Priscilla Henshaw

    Special education teachers (N=405) were surveyed on the Maslach Burnout Inventory (MBI) to determine the existence of teacher burnout. Ninety-one percent (371) of the respondents were classified as not burned out. Thirty-four (8.4%) were classified as burned out, a lower percentage than for other types of teachers. Findings suggested that possibly…

  16. The Minnesota Multiphasic Personality Inventory-2 Restructured Form in National Guard Soldiers Screening Positive for Posttraumatic Stress Disorder and Mild Traumatic Brain Injury

    ERIC Educational Resources Information Center

    Arbisi, Paul A.; Polusny, Melissa A.; Erbes, Christopher R.; Thuras, Paul; Reddy, Madhavi K.

    2011-01-01

    The Minnesota Multiphasic Personality Inventory-2 Restructured Form (MMPI-2 RF) was administered to 251 National Guard soldiers who had recently returned from deployment to Iraq. Soldiers were also administered questionnaires to identify posttraumatic stress disorder (PTSD) and mild traumatic brain injury (mTBI). On the basis of responses to the…

  17. The association between occupational stress and depressive symptoms and the mediating role of psychological capital among Chinese university teachers: a cross-sectional study.

    PubMed

    Shen, Xue; Yang, Yi-Long; Wang, Yang; Liu, Li; Wang, Shu; Wang, Lie

    2014-11-30

    Depression is a major public health problem that affects both individuals and society. Previous studies report that university teachers are particularly susceptible to high levels of occupational stress and depressive symptoms. The aims of this study were to explore the association between occupational stress and depressive symptoms in a group of university teachers, and assess the mediating role of psychological capital between these variables. A cross-sectional study was performed between November 2013 and January 2014. Teachers from six universities were randomly sampled in Shenyang. The Center for Epidemiologic Studies Depression Scale, effort-reward imbalance scale, and psychological capital questionnaire (PCQ-24), as well as questions about demographic and working factors, were administered in questionnaires distributed to 1,500 university teachers. Completed questionnaires were received from 1,210 participants. Hierarchical linear regression analysis was used to examine the mediating role of psychological capital. In the present study, 58.9% (95% CI (Confidence Intervals): 56.1% to 61.7%) of university teachers had a CES-D score equal to or above the cut-off of 16. Both effort-reward ratio (ERR) and scores of over-commitment were positively associated with depressive symptoms, whereas psychological capital was negatively associated with depressive symptoms among university teachers. Psychological capital partially mediated the relationship between occupational stress and depressive symptoms. Among Chinese university teachers, occupational stress may be a risk factor for depressive symptoms, whereas psychological capital might be protective against depressive symptoms. Our results suggest that college administrators could support the development of psychological capital in their staff to alleviate depressive symptoms.

  18. Minnesota multiphasic personality inventory as related factor for post traumatic stress disorder symptoms according to job stress level in experienced firefighters: 5-year study.

    PubMed

    Chung, In-Sung; Lee, Mi-Young; Jung, Sung-Won; Nam, Chang-Wook

    2015-01-01

    As first responders to an increasing number of natural and manmade disasters, active-duty firefighters are at increased risk for physical and psychiatric impairment as reflected by high rates of posttraumatic stress disorder (PTSD). Because little is known about related factor with PTSD according to job stress level among firefighters, we assessed utility of the Minnesota Multiphasic Personality Inventory (MMPI) using 5-year medical surveillance. Data were analyzed from 185 male firefighters without psychiatric disease history and who at assessments in 2006 and 2011 completed all questionnaires on personal behaviors (including exercise, drinking and smoking habits) and job history (including job duration and department). MMPI, Events Scale-Revised-Korean version (IES-R-K) and Korean Occupational Stress Scale-Short Form (KOSS-SF) were used to screen for personality trait, PTSD symptom presence and job stress level, respectively. IES-R-K subgroups were compared using two-sample t- and χ2 tests, and factors influencing IES-R-K according to KOSS-SF were determined using uni- and multivariate logistic regression. Mean age and job duration were higher in PTSD-positive than negative groups. In multivariate analysis, increased PTSD risk was associated with: job duration (Odds ratio (OR) = 1.064, 95 % CI 1.012-1.118) for firefighters overall; masculinity-femininity (OR = 5.304, 95 % CI 1.191-23.624) and job duration (OR = 1.126, 95 % CI 1.003-1.265) for lower job stress level; and social introversion (OR = 3.727, 95 % CI 1.096-12.673) for higher job stress level. MMPI relates with PTSD according to job stress level among experienced firefighters. Masculinity-femininity and social introversion were the strongest related factor for PTSD symptom development in low and high job stress levels, respectively.

  19. ITRI Informational Text Reading Inventory: Grade 5 Teacher Guide

    ERIC Educational Resources Information Center

    Center for Innovation in Assessment (NJ1), 2013

    2013-01-01

    The Grade 5 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 5 students encounter when reading their textbooks and other informational text. In fifth grade, students are expected not only to comprehend difficult passages, but also to extend their comprehension through drawing…

  20. Organizational uncertainty and stress among teachers in Hong Kong: work characteristics and organizational justice.

    PubMed

    Hassard, Juliet; Teoh, Kevin; Cox, Tom

    2017-10-01

    A growing literature now exists examining the relationship between organizational justice and employees' experience of stress. Despite the growth in this field of enquiry, there remain continued gaps in knowledge. In particular, the contribution of perceptions of justice to employees' stress within an organizational context of uncertainty and change, and in relation to the new and emerging concept of procedural-voice justice. The aim of the current study was to examine the main, interaction and additive effects of work characteristics and organizational justice perceptions to employees' experience of stress (as measured by their feelings of helplessness and perceived coping) during an acknowledged period of organizational uncertainty. Questionnaires were distributed among teachers in seven public primary schools in Hong Kong that were under threat of closure (n = 212). Work characteristics were measured using the demand-control-support model. Hierarchical regression analyses observed perceptions of job demands and procedural-voice justice to predict both teachers' feelings of helplessness and perceived coping ability. Furthermore, teacher's perceived coping was predicted by job control and a significant interaction between procedural-voice justice and distributive justice. The addition of organizational justice variables did account for unique variance, but only in relation to the measure of perceived coping. The study concludes that in addition to 'traditional' work characteristics, health promotion strategies should also address perceptions of organizational justice during times of organizational uncertainty; and, in particular, the value and importance of enhancing employee's perceived 'voice' in influencing and shaping justice-related decisions. © The Author 2016. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  1. The Effects of a Time Management Professional Development Seminar on Stress and Job Satisfaction of Beginning Agriscience Teachers in West Texas

    ERIC Educational Resources Information Center

    Ritz, Rudy; Burris, Scott; Brashears, Todd; Fraze, Steve

    2013-01-01

    The purpose of this study was to determine the effects of a time management seminar on stress and job satisfaction of beginning agriscience teachers. The target population for this study consisted of agriscience teachers in the first or second year of tenure. All twenty-three (N = 23) beginning teachers from a selected region of the state…

  2. Teacher Stress and Inclusion: Perceptions of Pre-Service Teachers

    ERIC Educational Resources Information Center

    Brackenreed, Darlene; Barnett, Jennifer

    2006-01-01

    The purpose of this study was to determine pre-service teachers' perceptions regarding the management of behaviours in inclusive classrooms. An additional purpose was to gather data on the relationships between the teacher candidates' demographic information and their beliefs about managing misbehaviours in inclusive school environments. Survey…

  3. The comparison of the effect of Transactional Model-based Teaching and Ordinary Education Curriculum- based Teaching programs on stress management among teachers.

    PubMed

    Mazloomy Mahmoodabad, Seyed Saeed; Mohammadi, Maryam; Zadeh, Davood Shojaei; Barkhordari, Abolfazl; Hosaini, Fatemeh; Kaveh, Mohammad Hossain; Malehi, Amal Saki; Rahiminegad, Mohammadkazem

    2014-04-09

    Regarding the effect of teachers' stress on teaching and learning processes, the researchers decided to provide a stress management program based on Transactional Model to solve this teachers' problems. Thus, this study is going to investigate the effect of Transactional Model- based Teaching and the Ordinary Education Curriculum- based Teaching programs on Yazd teachers. The study was a semi- experimental one. The sample population (200 people) was selected using categorized method. The data were collected via PSS Questionnaire and a questionnaire which its validity and reliability had been proved. Eight teaching sessions were hold for 60-90 min. Evaluation was performed in three steps. The data were described and analyzed using SPSS software version 15. Value of P<0.05 was considered as significant. The participants were 200 people of Yazd teachers of primary schools. Mean age of group 1 and 2 was 42.05±5.69 and 41.25±5.89 respectively. Independent T- Test indicated a significant mean score (p=0.000) due to perceived stress of interference groups in post interference step and follow-up one respectively. Results showed a decreasing effect of both programs, but the Transactional Model- based interference indicated to decrease stress more than the other.

  4. Impacts of the CARE for Teachers Program on Teachers' Social and Emotional Competence and Classroom Interactions

    ERIC Educational Resources Information Center

    Jennings, Patricia A.; Brown, Joshua L.; Frank, Jennifer L.; Doyle, Sebrina; Oh, Yoonkyung; Davis, Regin; Rasheed, Damira; DeWeese, Anna; DeMauro, Anthony A.; Cham, Heining; Greenberg, Mark T.

    2017-01-01

    Understanding teachers' stress is of critical importance to address the challenges in today's educational climate. Growing numbers of teachers are reporting high levels of occupational stress, and high levels of teacher turnover are having a negative impact on education quality. Cultivating Awareness and Resilience in Education (CARE for Teachers)…

  5. ITRI Informational Text Reading Inventory: Grade 3 Teacher Guide

    ERIC Educational Resources Information Center

    Center for Innovation in Assessment (NJ1), 2013

    2013-01-01

    The Grade 3 Informational Text Reading Inventory (ITRI) was developed to address the specific reading challenges that grade 3 students encounter as they move from reading largely narrative textbooks in grade 2 to being expected to read and comprehend more dense and content-driven text in grade 3. This booklet contains all of the information…

  6. A manual-based group program to improve mental health: what kind of teachers are interested and who stands to benefit from this program?

    PubMed

    Unterbrink, Thomas; Pfeifer, Ruth; Krippeit, Lorena; Zimmermann, Linda; Rose, Uwe; Joos, Andreas; Hartmann, Armin; Wirsching, Michael; Bauer, Joachim

    2014-01-01

    In order to evaluate a manual-based group program for teachers aiming at strengthening mental health, we examined (1) whether the teachers interested in participating differ from their colleagues without interest and (2) whether there is evidence of subgroups benefiting more than others among those who participated. Out of a basic sample of 949 schoolteachers, 337 teachers declared interest in a group program. All teachers were surveyed with the "General Health Questionnaire", the "Maslach Burnout Inventory" and the "Effort Reward Imbalance Questionnaire". In addition, participating teachers were screened with the "Symptom Checklist 27" T and χ(2)-tests were calculated to detect differences between those interested in the program and the remaining 612 teachers. Six factors were established and used for a regression analysis that identified specific parameters more or less correlating with health benefits of those who participated in the program. Findings showed that those declaring interest in the intervention displayed a higher degree of occupational stress according to all health parameters examined. Teachers interested in the program were significantly younger, more frequently female and single. The regression analysis showed that the baseline scores of the six health parameters were the strongest predictors for improvement. Worse scores before the beginning of the intervention correlated with a more positive effect. Intervention programs aiming at alleviating the mental stress of teachers find the interest of those who need it most. More importantly, the latter are the ones who--at least if our program is applied-benefit best.

  7. The Occupational Commitment and Intention to Quit of Practicing and Pre-Service Teachers: Influence of Self-Efficacy, Job Stress, and Teaching Context

    ERIC Educational Resources Information Center

    Klassen, Robert M.; Chiu, Ming Ming

    2011-01-01

    The purpose of the present study was to explore the occupational commitment and quitting intention of practicing and pre-service teachers. We used a cross-sectional survey design to examine the impact of teachers' self-efficacy, job stress, and contextual factors on occupational commitment and quitting intention of 434 practicing teachers and 379…

  8. Evaluation of the psychometric properties of the Pediatric Parenting Stress Inventory (PPSI).

    PubMed

    Devine, Katie A; Heckler, Charles E; Katz, Ernest R; Fairclough, Diane L; Phipps, Sean; Sherman-Bien, Sandra; Dolgin, Michael J; Noll, Robert B; Askins, Martha A; Butler, Robert W; Sahler, Olle Jane Z

    2014-02-01

    This work evaluated the psychometric properties of the Pediatric Parenting Stress Inventory (PPSI), a new measure of problems and distress experienced by parents of children with chronic illnesses. This secondary data analysis used baseline data from 1 sample of English-, Spanish-, and Hebrew-speaking mothers of children recently diagnosed with cancer (n = 449) and 1 sample of English- and Spanish-speaking mothers of children recently diagnosed with cancer (n = 399) who participated in 2 problem-solving skills training interventions. The PPSI was administered at baseline with other measures of maternal distress. Factor structure was evaluated using exploratory factor analysis (EFA) on the first sample and confirmatory factor analysis (CFA) on both samples. Internal consistency was evaluated using Cronbach's alpha. Construct validity was assessed via Spearman correlations with measures of maternal distress. EFA resulted in a stable four-factor solution with 35 items. CFA indicated that the four-factor solution demonstrated reasonable fit in both samples. Internal consistency of the subscales and full scale was adequate to excellent. Construct validity was supported by moderate to strong correlations with measures of maternal distress, depression, and posttraumatic stress symptoms. The PPSI demonstrated good psychometric properties in assessing current problems and distress experienced by mothers of children newly diagnosed with cancer. This tool may be used to identify individualized targets for intervention in families of children with cancer. Future studies could evaluate the utility and psychometrics of the PPSI with other pediatric populations. PsycINFO Database Record (c) 2014 APA, all rights reserved.

  9. Teachers' and Students' Work-Culture Variables Associated with Positive School Outcome.

    ERIC Educational Resources Information Center

    Goldwater, Orna D.; Nutt, Roberta L.

    1999-01-01

    Investigates whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with…

  10. The structure of negative emotional states: comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories.

    PubMed

    Lovibond, P F; Lovibond, S H

    1995-03-01

    The psychometric properties of the Depression Anxiety Stress Scales (DASS) were evaluated in a normal sample of N = 717 who were also administered the Beck Depression Inventory (BDI) and the Beck Anxiety Inventory (BAI). The DASS was shown to possess satisfactory psychometric properties, and the factor structure was substantiated both by exploratory and confirmatory factor analysis. In comparison to the BDI and BAI, the DASS scales showed greater separation in factor loadings. The DASS Anxiety scale correlated 0.81 with the BAI, and the DASS Depression scale correlated 0.74 with the BDI. Factor analyses suggested that the BDI differs from the DASS Depression scale primarily in that the BDI includes items such as weight loss, insomnia, somatic preoccupation and irritability, which fail to discriminate between depression and other affective states. The factor structure of the combined BDI and BAI items was virtually identical to that reported by Beck for a sample of diagnosed depressed and anxious patients, supporting the view that these clinical states are more severe expressions of the same states that may be discerned in normals. Implications of the results for the conceptualisation of depression, anxiety and tension/stress are considered, and the utility of the DASS scales in discriminating between these constructs is discussed.

  11. A Study of the Relationship between Cognitive Emotion Regulation, Optimism, and Perceived Stress among Selected Teachers in Lutheran Schools

    ERIC Educational Resources Information Center

    Gliebe, Sudi Kate

    2012-01-01

    Problem: The problem of this study was to determine the relationship between perceived stress, as measured by the Perceived Stress Scale (PSS), and a specific set of predictor variables among selected teachers in Lutheran schools in the United States. These variables were cognitive emotion regulation strategies (positive reappraisal and…

  12. Stress at School? A Qualitative Study on Illegitimate Tasks during Teacher Training.

    PubMed

    Faupel, Stefanie; Otto, Kathleen; Krug, Henning; Kottwitz, Maria U

    2016-01-01

    What do I expect when stating that "I am going to be a teacher"? Social roles, including professional roles, often become part of people's identity and thus, of the self. As people typically strive for maintaining a positive sense of self, threats to one's role identity are likely to induce stress. In line with these considerations, Semmer et al. recently (e.g., Semmer et al., 2007, 2015) introduced "illegitimate tasks" as a new concept of stressors. Illegitimate tasks, which are defined as unnecessary or unreasonable tasks, threaten the self because they signal a lack of appreciation regarding one's professional role. Teacher training is a phase of role transition in which the occurrence of illegitimate tasks becomes likely. A holistic understanding of these tasks, however, has been missing up to now. Is there already a professional role identity during teacher training that is vulnerable to threats like the illegitimacy of tasks? What are typical illegitimate tasks in the context of teacher training? In order to close this research gap, 39 situations taken from 16 interviews with teaching trainees were analyzed in the present study on the basis of qualitative content analysis. Seminars and standing in to hold lessons for other teachers were identified as most prevalent illegitimate tasks. More specifically, unnecessary tasks could be classified as sub challenging, inefficient and lacking in organization (e.g., writing reports about workshops no one will ever read). Unreasonable tasks appeared overextending, fell outside responsibility, and lacked supervisory support. Training interventions focusing upon task design and supervisory behavior are suggested for improvement.

  13. Mathematics Teachers' Support and Retention: Using Maslow's Hierarchy to Understand Teachers' Needs

    ERIC Educational Resources Information Center

    Fisher, Molly H.; Royster, David

    2016-01-01

    As part of a larger study, four mathematics teachers from diverse backgrounds and teaching situations report their ideas on teacher stress, mathematics teacher retention, and their feelings about the needs of mathematics teachers, as well as other information crucial to retaining quality teachers. The responses from the participants were used to…

  14. Sources of Stress, Coping Strategies, Emotional Experience: Effects of the Level of Experience in Primary School Teachers in France

    ERIC Educational Resources Information Center

    Carton, Annie; Fruchart, Eric

    2014-01-01

    This study attempted to determine whether the level of experience affected sources of stress, coping responses and emotional experience in primary school teachers. The first aim was to identify sources of stress and to evaluate coping strategies using the questionnaire of Graziani et al. ("Journal de Thérapie Comportementale et…

  15. "How I Spent My Summer Vacation": Time-Use Data from the Spring 2001 BCTF Worklife of Teachers Workload Issues and Stress Survey. BCTF Research Report.

    ERIC Educational Resources Information Center

    Schaefer, Anne C.

    The British Columbia Teachers' Federation surveyed 1,500 teachers regarding workload issues and stress. This report examines teachers' use of time during summer. Teachers described how many of the 9 summer vacation weeks they spent taking holidays, teaching summer school, working in employment other than teaching summer school, taking educational…

  16. The Development and Validation of an Inventory of Effective School Function.

    ERIC Educational Resources Information Center

    Carter, Jacquelyn; Michael, William B.

    1995-01-01

    The Effective School Function Inventory was constructed to operationalize the major constructs of efficient school operation. An analysis with 124 teachers identified 4 meaningful factors: (1) supportive collegial interaction; (2) cooperative facilitation of goal attainment in learning/sharing; (3) morally oriented leadership; and (4)…

  17. An inventory on rotational kinematics of a particle: unravelling misconceptions and pitfalls in reasoning

    NASA Astrophysics Data System (ADS)

    Mashood, K. K.; Singh, Vijay A.

    2012-09-01

    Student difficulties regarding the angular velocity (\\vec{\\omega }) and angular acceleration (\\vec{\\alpha }) of a particle have remained relatively unexplored in contrast to their linear counterparts. We present an inventory comprising multiple choice questions aimed at probing misconceptions and eliciting ill-suited reasoning patterns. The development of the inventory was based on interactions with students, teachers and experts. We report misconceptions, some of which are parallel to those found earlier in linear kinematics. Fixations with inappropriate prototypes were uncovered. Many students and even teachers mistakenly assume that all rotational motion is necessarily circular. A persistent notion that the direction of \\vec{\\omega } and \\vec{\\alpha } should be ‘along’ the motion exists. Instances of indiscriminate usage of equations were identified.

  18. THE NORMATIVE WORLD OF THE ELEMENTARY SCHOOL TEACHER.

    ERIC Educational Resources Information Center

    FOSKETT, JOHN M.

    TO DETERMINE HOW COMMUNITY PERCEPTIONS ABOUT RULES OF BEHAVIOR AFFECT THE POSITION AND ROLE OF TEACHERS, INFORMATION ABOUT THE NORMATIVE STRUCTURE OF ELEMENTARY SCHOOLS WAS GAINED THROUGH USE OF ROLE NORM INVENTORIES ADMINISTERED TO 367 TEACHERS, 22 PRINCIPALS, 7 SCHOOL BOARD MEMBERS, THE SCHOOL SUPERINTENDENT, 603 CITIZENS, 56 COMMUNITY LEADERS,…

  19. A rational-emotive stress management intervention for reducing job burnout and dysfunctional distress among special education teachers: An effect study.

    PubMed

    Ugwoke, Samuel C; Eseadi, Chiedu; Onuigbo, Liziana N; Aye, Eucharia N; Akaneme, Immaculata N; Oboegbulem, Angie I; Ezenwaji, Ifeyinwa O; Nwobi, Anthonia U; Nwaubani, Okechukwu O; Ezegbe, Bernedeth N; Ede, Moses O; Orji, Chibueze T; Onuoha, Joseph C; Onu, Eucharia A; Okeke, Francisca; Agu, Patricia; Omeje, Joachim C; Omeke, Faith; Ugwu, Romanus; Arumede, Florence; Eneh, Annastasia

    2018-04-01

    Job-related burnout and distress are adverse stress responses which affect individuals in their occupational environment. This study aimed at investigating the effect of a rational-emotive stress management program on job burnout and dysfunctional distress among special education teachers in Nigeria. A pretest-posttest randomized control group design was used. The participants in the study were 54 special education teachers. Data were collected using self-report questionnaires. Participants were allocated to either the treatment group (n = 28 [59.1%]) or the waitlist control group (n = 26 [48.1%]), respectively. A rational-emotive stress management manual was used to deliver the intervention. We statistically analyzed the data collected at three-time points with repeated-measures analysis of variance. At baseline, the job-related burnout symptoms and distress scores of participants were high. However, an intention-to-treat analysis showed that the rational-emotive stress management intervention program was efficacious in reducing the levels of job-related burnout symptoms and dysfunctional distress among participants assigned to the treatment group, compared to a waitlisted group at post-treatment and follow-up meetings. Our study demonstrates the effectiveness of a rational-emotive stress management intervention in reducing the level of job-related burnout and distress in a sample of special education teachers in Nigeria. Occupational health counsellors and other clinicians with sufficient knowledge of rational-emotive behavior therapy framework are urged to employ this approach in assisting other employees in managing job burnout symptoms, and distress.

  20. Teacher-led relaxation response curriculum in an urban high school: impact on student behavioral health and classroom environment.

    PubMed

    Wilson, H Kent; Scult, Matthew; Wilcher, Marilyn; Chudnofsky, Rana; Malloy, Laura; Drewel, Emily; Riklin, Eric; Saul, Southey; Fricchione, Gregory L; Benson, Herbert; Denninger, John W

    2015-01-01

    Recent data suggest that severe stress during the adolescent period is becoming a problem of epidemic proportions. Elicitation of the relaxation response (RR) has been shown to be effective in treating anxiety, reducing stress, and increasing positive health behaviors. The research team's objective was to assess the impact of an RR-based curriculum, led by teachers, on the psychological status and health management behaviors of high-school students and to determine whether a train-the-trainer model would be feasible in a high-school setting. The research team designed a pilot study. The setting was a Horace Mann charter school within Boston's public school system. Participants were teachers and students at the charter school. The team taught teachers a curriculum that included (1) relaxation strategies, such as breathing and imagery; (2) psychoeducation regarding mind-body pathways; and (3) positive psychology. Teachers implemented this curriculum with students. The research team assessed changes in student outcomes (eg, stress, anxiety, and stress management behaviors) using preintervention/postintervention surveys, including the Perceived Stress Scale (PSS), the State-Trait Anxiety Inventory-Form Y (STAI-Y), the stress management subscale of the Health-promoting Lifestyle Profile II (HPLP-II), the Rosenberg Self-Esteem Scale (RSES), the Locus of Control (LOC) questionnaire, and the Life Orientation Test-Revised (LOTR). Classroom observations using the Classroom Assessment Scoring System (CLASS)-Secondary were also completed to assess changes in classroom environment. Using a Bonferroni correction (P < .007), the study found that students experienced a significant reduction (P < .001) in measures of state-level anxiety on the STAI from pre- to postintervention. The study also found an increase in the use of stress management behaviors at that point. Using a Bonferroni correction (P < .007), the study found that students had significantly less perceived stress (P

  1. Coppersmith Self-Esteem Inventory Scores of Boys with Severe Behavior Problems

    ERIC Educational Resources Information Center

    Wood, Frank H.; Johnson, Ardes

    1972-01-01

    Scores on the Coopersmith Self-Esteem Inventory of 44 behaviorally disturbed boys ranging in age from 8 to 12 years were compared with the test's norms, with later retest scores, with teacher assigned self esteem ranks, and with peer group status as measured by sociometric procedures. (DB)

  2. What Are the Thinking Styles of Turkish Student Teachers?

    ERIC Educational Resources Information Center

    Fer, Seval

    2007-01-01

    Background: The Thinking Styles Inventory--developed by Sternberg and Wagner based on Sternberg's (1988, 1997) earlier theory of mental self-government--was selected for the research in order to assess thinking styles of student teachers. Another reason is that the theoretical constructs, as well as the inventory generated from the theory, have…

  3. A Comparison of Personality Attributes of Science Teachers and Medical Technologists.

    ERIC Educational Resources Information Center

    Kazi, M. U.; Piper, Martha K.

    1983-01-01

    Identified personality traits (extroversion/introversion and neuroticism/stability) that distinguish medical technologists (N=83) and college-level biology, chemistry, and physics teachers (N=57) using the Eysnck Personality Inventory. Also compared personality profiles of these subjects using Holland's Vocational Preference Inventory. Results and…

  4. A Study on the Relationship between Teacher Self Efficacy and Burnout

    ERIC Educational Resources Information Center

    Savas, Ahmet Cezmi; Bozgeyik, Yunus; Eser, Ismail

    2014-01-01

    The major purpose of the study was to examine the relationship between teacher self efficacy and burnout. In order to collect the related data, "Maslach Burnout Inventory" and "Teacher Sense of Efficacy Scale" were used. The sample of the study consisted of 163 randomly chosen teachers who worked in various primary and…

  5. A Correlation Study of Kindergarten Teachers' Morale with Kindergarten Students' Feelings about School.

    ERIC Educational Resources Information Center

    Howard, Esther Moore; Correro, Gloria C.

    The morale of kindergarten teachers was investigated to determine the validity of the Purdue Teacher Opinionaire (PTO) and whether teachers' morale scores would be related to their students' self-concept scores, as measured by the Kindergarten Inventory of Developing Social Competencies (KIDSc). Teacher morale on the PTO consists of 10 factors:…

  6. Examining Teacher Burnout Using Emotional Intelligence Quotients: A Correlational Study

    ERIC Educational Resources Information Center

    Hammett, Jennifer

    2013-01-01

    The purpose of this study was to discern if there are significant differences in a teacher's level of burnout based on his or her emotional intelligence quotient. This quantitative study examined the relationship between demographic characteristics, an emotional quotient inventory, and a burnout inventory to find significant relationships between…

  7. Character Strengths and Psychological Wellbeing among Students of Teacher Education

    ERIC Educational Resources Information Center

    Gustems, Josep; Calderon, Caterina

    2014-01-01

    The relation between character strengths and psychological well-being can have an important effect on students' academic performance. We examined relationships between character strengths and psychological well-being as assessed by the Values in Action Inventory of Strengths and Brief Symptom Inventory. A sample of 98 teacher education students…

  8. The Relationship between Teacher Leadership, Teacher Professionalism, and Perceived Stress

    ERIC Educational Resources Information Center

    Kilinc, Ali Çagatay; Cemaloglu, Necati; Savas, Gökhan

    2015-01-01

    Problem Statement: Teacher leadership has recently attracted the attention of scholars and practitioners due to its promotion of student learning and school improvement. Thus, there is a need for investigating the construct of teacher leadership and its relationship with various organizational and personal variables. Considering the fact that…

  9. Vocational Education Program/Course Inventory Form PCI. Explanation and Instructional Manual.

    ERIC Educational Resources Information Center

    California Occupational Information Coordinating Committee, Sacramento.

    This manual for teachers, administrators, and counselors both explains the Program/Course Inventory (PCI), a data collection instrument, and provides instructions for completing the PCI form. The first section describes the PCI developed by the Ventura County Superintendent of Schools staff to collect data that define vocational education…

  10. Asking the Right Questions: How to Select an Informal Reading Inventory

    ERIC Educational Resources Information Center

    Flippo, Rona F.; Holland, Dari-Ann D.; McCarthy, Mary T.; Swinning, Elizabeth A.

    2009-01-01

    Informal classroom assessments remain essential tools for improving the instruction of students, even in an age of accountability testing. This article focuses specifically on Informal Reading Inventories (IRIs). Even though the growing number of commercially available IRIs has made choosing the ones most suitable for students' and teachers' needs…

  11. Informal Reading Inventories. Second Edition. Reading Aids Series, IRA Service Bulletin.

    ERIC Educational Resources Information Center

    Johnson, Marjorie Seddon; And Others

    Representing a comprehensive description of the use of informal reading inventories (IRIs), this book is designed to provide teachers and reading specialists with practical strategies for forming diagnostic impressions that are useful for planning reading instruction. Respectively, chapters discuss (1) the purpose and nature of IRIs; (2)…

  12. Occupational differences in job strain and physiological stress: female nurses and school teachers in Hawaii.

    PubMed

    Brown, Daniel E; James, Gary D; Mills, Phoebe S

    2006-01-01

    The two objectives are to test the hypothesis that women in a profession with low decision latitude will have greater catecholamine excretion and higher blood pressure than women in a profession with greater decision latitude, and to assess the influence of ethnicity on the occupational comparison. Premenopausal women who were either full-time teachers in public schools (teachers; N = 92) or nurses or nurse's aides (nurses; N = 55) in East Hawaii who were not currently taking antihypertensive medication had ambulatory blood pressure (BP) and urinary catecholamine excretion measured over an approximate 4-hour period at work and home and over an approximate 8-hour period overnight. The women also filled out the Job Content Questionnaire (JCQ). The nurses had significantly lower scores on the "decision latitude" subscale of the JCQ. After controlling for the effects of ethnicity, age, body mass index, JCQ subscale scores, smoking habits, and menopausal status in regression analyses, the nurses also had significantly higher mean systolic and diastolic BP both in work and home settings and higher mean rates of both norepinephrine and epinephrine excretion in all daily settings (p < .05). There were no significant ethnic differences in scores on the JCQ subscales, but Asian-Americans had significantly higher systolic BP in all daily settings and higher diastolic BP overnight (p < .05) than Euro-Americans. These results suggest that among professional women, physiological stress responses are significantly greater when occupation-related decision latitude is low (nurses) than when it is high (teachers). The physiological response to stress is carried over into the home and overnight settings when occupation-related decision latitude is low (nurses). Individual scores on the JCQ were not significantly related to physiological measures in this study, however. Inclusion of contrasting occupations may be necessary to properly evaluate the relationships between individually

  13. Efficacy Beliefs, Job Satisfaction, Stress and Their Influence on the Occupational Commitment of English-Medium Content Teachers in the Dominican Republic

    ERIC Educational Resources Information Center

    Barouch Gilbert, Rachel; Adesope, Olusola O.; Schroeder, Noah Lee

    2014-01-01

    The purpose of the present study was to investigate the effects of efficacy, job satisfaction, job stress and their influence on the occupational commitment of English-medium content teachers. A total of 109 practicing English-medium and Spanish-medium content teachers from the Dominican Republic volunteered to participate in the study. Findings…

  14. Curriculum Orientation of Lecturers in Teacher Training College in Malaysia

    ERIC Educational Resources Information Center

    Salleh, Halimatussaadiah; Hamdan, Abdul Rahim; Yahya, Fauziah; Jantan, Hafsah

    2015-01-01

    Curriculum development in teacher training college can be facilitated by indentifying the lecturers curriculum orientation. This study focuses on curriculum orientation of lecturer in Teacher Training Colleges (TTC) in Malaysia. Data were collected through questionnaire survey using the Curriculum Orientation Inventory, an instrument developed by…

  15. Stress of Kindergarten teachers: How we tried to detect and to reduce it by using a small and wearable ECG and acceleration measuring device?

    PubMed

    Shirouzu, Shigenori; Seno, Yumeka; Tobioka, Ken; Masaki, Takeo; Yasumatsu, Kiyotaka; Mishima, Norio; Sugano, Hisanobu

    2015-01-01

    In 2014 school year, four female teachers of Nazareth Kindergarten decided to resign (DRT) due to workplace stress caused by human relationships between themselves. Our preliminary interview investigation revealed there was a stressor (STR), a certain elder female teacher and her less polite words and attitude. Using small and wearable ECG and acceleration measuring device, we measured 24 hour's autonomic nervous system's activity (ASNA) and sleep behavior of the STR and surrounding teachers, and tried to evaluate their stress objectively and to understand the reason of STR's less polite behaviors. For comparison, we also measured female Mind-Body Medicine (MBM) patients suffering adjustment disorder and clinical depression.

  16. Using a Field Trip Inventory to Determine If Listening to Elementary School Students' Conversations, While on a Zoo Field Trip, Enhances Preservice Teachers' Abilities to Plan Zoo Field Trips

    NASA Astrophysics Data System (ADS)

    Patrick, Patricia; Mathews, Cathy; Tunnicliffe, Sue Dale

    2013-10-01

    This study investigated whether listening to spontaneous conversations of elementary students and their teachers/chaperones, while they were visiting a zoo, affected preservice elementary teachers' conceptions about planning a field trip to the zoo. One hundred five preservice elementary teachers designed field trips prior to and after listening to students' conversations during a field trip to the zoo. In order to analyze the preservice teachers' field trip designs, we conducted a review of the literature on field trips to develop the field trip inventory (FTI). The FTI focussed on three major components of field trips: cognitive, procedural, and social. Cognitive components were subdivided into pre-visit, during-visit, and post-visit activities and problem-solving. Procedural components included information about the informal science education facility (the zoo) and the zoo staff and included advanced organizers. Social components on student groups, fun, control during the zoo visit, and control of student learning. The results of the investigation showed that (a) the dominant topic in conversations among elementary school groups at the zoo was management, (b) procedural components were mentioned least often, (c) preservice teachers described during-visit activities more often than any other characteristic central to field trip design, (d) seven of the nine characteristics listed in the FTI were noted more frequently in the preservice teachers' field trip designs after they listened to students' conversations at the zoo, and (e) preservice teachers thought that students were not learning and that planning was important.

  17. Factors Influencing Teacher Burnout.

    ERIC Educational Resources Information Center

    Raquepaw, Jayne; deHaas, Patricia A.

    Burnout is a syndrome of emotional exhaustion and cynicism frequently occurring among human services professionals. Education is one profession whose members are particularly susceptible to burnout. There is a need to identify causes of burnout and possible ameliorative strategies, as perceived by teachers. The Maslach Burnout Inventory (MBI), a…

  18. The Intercultural Sensitivity of Student Teachers in Three Cities

    ERIC Educational Resources Information Center

    Yuen, Celeste Y. M.; Grossman, David L.

    2009-01-01

    This study represents an initial attempt to determine and compare the levels of the intercultural sensitivity of three samples of student teachers in Hong Kong, Shanghai and Singapore using the Intercultural Development Inventory (IDI). A total of 317 student teachers participated in the study. Across the three samples, the majority of…

  19. What the Teaching Perspectives of Cooperating Teachers Tell US about Their Advisory Practices

    ERIC Educational Resources Information Center

    Clarke, A.; Jarvis-Selinger, S.

    2005-01-01

    This study drew upon the recently developed Teaching Perspectives Inventory (TPI) to compare and contrast the teaching perspectives of cooperating teachers against a range of demographic data specific to cooperating teachers. The outcomes indicate, among other things, that a high percentage of cooperating teachers base their pedagogical…

  20. Factor structure and psychometric properties of the trier inventory for chronic stress (TICS) in a representative german sample

    PubMed Central

    2012-01-01

    Background Chronic stress results from an imbalance of personal traits, resources and the demands placed upon an individual by social and occupational situations. This chronic stress can be measured using the Trier Inventory for Chronic Stress (TICS). Aims of the present study are to test the factorial structure of the TICS, report its psychometric properties, and evaluate the influence of gender and age on chronic stress. Methods The TICS was answered by N = 2,339 healthy participants aged 14 to 99. The sample was selected by random-route sampling. Exploratory factor analyses with Oblimin-rotated Principal Axis extraction were calculated. Confirmatory factor analyses applying Robust Maximum Likelihood estimations (MLM) tested model fit and configural invariance as well as the measurement invariance for gender and age. Reliability estimations and effect sizes are reported. Results In the exploratory factor analyses, both a two-factor and a nine-factor model emerged. Confirmatory factor analyses resulted in acceptable model fit (RMSEA), with model comparison fit statistics corroborating the superiority of the nine-factor model. Most factors were moderately to highly intercorrelated. Reliabilities were good to very good. Measurement invariance tests gave evidence for differential effects of gender and age on the factor structure. Furthermore, women and younger individuals, especially those aged 35 to 44, tended to report more chronic stress than men and older individuals. Conclusions The proposed nine-factor structure could be factorially validated, results in good scale reliability, and heuristically can be grouped by two higher-order factors: "High Demands" and "Lack of Satisfaction". Age and gender represent differentiable and meaningful contributors to the perception of chronic stress. PMID:22463771

  1. Development of Teachers' Attitude Scale towards Science Fair

    ERIC Educational Resources Information Center

    Tortop, Hasan Said

    2013-01-01

    This study was conducted to develop a new scale for measuring teachers' attitude towards science fair. Teacher Attitude Scale towards Science Fair (TASSF) is an inventory made up of 19 items and five dimensions. The study included such stages as literature review, the preparation of the item pool and the reliability and validity analysis. First of…

  2. Personality Traits and Occupational Stress among Chinese Academics

    ERIC Educational Resources Information Center

    Zhang, Li-Fang

    2012-01-01

    The primary objective of this study was to examine the predictive power of personality traits for occupational stress among Chinese university academics. Two hundred and forty-six participants responded to the NEO Five-Factor Inventory and the Occupational Stress Inventory-Revised. Results indicated that the strongest predictor for occupational…

  3. The Reliability and Validity of the Coopersmith Self-Esteem Inventory-Form B.

    ERIC Educational Resources Information Center

    Chiu, Lian-Hwang

    1985-01-01

    The purpose of this study was to determine the test-retest reliability and concurrent validity of the short form (Form B) of the Coopersmith Self-Esteem Inventory. Criterion measures for validity included: (1) sociometric measures; (2) teacher's popularity ranking; and, (3) self-esteem rating. (Author/LMO)

  4. Preventiong Burnout in Teacher/Coaches.

    ERIC Educational Resources Information Center

    Sisley, Becky L.; And Others

    1987-01-01

    Teacher-coaches are particularly susceptible to stress and burnout because of role conflict, role ambiguity, and role overload. Administrators need to be more aware of the special problems teacher-coaches have, develop alternative staffing patterns, and try to relieve some of the stress and pressure. (CB)

  5. Early Childhood Inservice and Preservice Teachers' Perceived Levels of Preparedness to Handle Stress in Their Students

    ERIC Educational Resources Information Center

    Onchwari, Jacqueline

    2010-01-01

    This article reports a study that investigated preservice and inservice early childhood teachers' perceived levels of preparedness to handle stress in early childhood and elementary education students. A survey that included vignettes was used to collect data. Data were analyzed both qualitatively and statistically, using one-way ANOVA, "t"-test,…

  6. Religious Belief and Mental Health in Lay and Consecrated Italian Teachers.

    PubMed

    Chirico, Francesco

    2017-06-01

    There is compelling evidence that teachers and clergy are stressful occupations. This study aimed to compare the rate of job strain and burnout among lay and consecrated teachers and to study the effect of religious coping on the mental health of these two groups. A cross-sectional survey study was carried out in Catholic kindergarten, preschool and primary schools of an Italian Congregation of nuns, in South Italy. The Italian versions of the Maslach Burnout Inventory-Educator Survey (MBI-ES) scale, of the General Health Questionnaire (GHQ-12) and a study-specific questionnaire with sociodemographic variables and indicators of subjective (self-reported religiosity) and objective (prayer personal and church attendance) religiousness were used. Data were analyzed according to the guidelines for data processing and an analysis of the scales used. The participation rate of this study was 88 %. There was a significant difference between two groups in religiousness and job strain/burnout scores (lay teachers were the most affected group). Moreover, religiousness scores had a positive correlation with personal accomplishment, job satisfaction and perceived performance and a negative correlation with emotional exhaustion, turnover intention and morbidity psychiatric. Therefore, according to religious coping's research, prayer personal and church attendance can be recommended as two of the ways to prevent job strain and burnout in the teacher work.

  7. Occupational Stress and Teaching Approaches among Chinese Academics

    ERIC Educational Resources Information Center

    Zhang, Li-fang

    2009-01-01

    The primary objective of this study was to examine the predictive power of occupational stress for teaching approaches. Participants were 246 faculty members from a large university in Guangzhou in the People's Republic of China, who completed the Approaches to Teaching Inventory, four scales from the Occupational Stress Inventory-Revised…

  8. Burnout and effort-reward-imbalance in a sample of 949 German teachers.

    PubMed

    Unterbrink, Thomas; Hack, Anna; Pfeifer, Ruth; Buhl-Griesshaber, Veronika; Müller, Udo; Wesche, Helmut; Frommhold, Markus; Scheuch, Klaus; Seibt, Reingard; Wirsching, Michael; Bauer, Joachim

    2007-04-01

    High rates of teachers' premature retirement initiated a research investigating their occupational burden. The aim of this study was to elaborate on and extend previous investigations exploring (1) teacher burnout and (2) the relationship between teachers' efforts and their rewards. A sample of 949 German teachers in 10 Gymnasien (grammar schools) and 79 Hauptschulen (secondary modern schools) was investigated applying the Maslach Burnout Inventory (MBI-D) and the Effort Reward Imbalance Inventory (ERI). Compared with other studies investigating burnout in employees, we found high rates of burnout symptoms such as emotional exhaustion, depersonalisation, and low personal accomplishment. Male teachers showed significantly lower personal accomplishment and more depersonalization than female teachers. With respect to school types, teachers in Hauptschulen were more often affected by emotional exhaustion and showed more depersonalization. Part-time teachers felt less personal accomplishment than full-time teachers. The ERI cut off was exceeded by 21.6% of all teachers indicating that this subgroup is affected by an imbalance between too much effort and too little reward. With respect to the ERI, significant differences were found for school types, with a higher proportion of Hauptschulen teachers being above this cut off. At present, the working situation of teachers appears to be characterized by a perceived imbalance of effort and reward and is associated with a high risk of developing burnout symptoms.

  9. Stress and Stress Management Strategies Among Botswana Women Lecturers.

    ERIC Educational Resources Information Center

    Loate, Irene M.; Marais, James L.

    1996-01-01

    A stress inventory administered to black women faculty at seven Botswana colleges and universities (n=201) found the greatest stressor to be student class boycotts, followed by uncertainties about their institution's future and dual roles. Almost two-thirds experienced fatigue. The most successful stress management technique was positive thinking.…

  10. Stress at School? A Qualitative Study on Illegitimate Tasks during Teacher Training

    PubMed Central

    Faupel, Stefanie; Otto, Kathleen; Krug, Henning; Kottwitz, Maria U.

    2016-01-01

    What do I expect when stating that “I am going to be a teacher”? Social roles, including professional roles, often become part of people's identity and thus, of the self. As people typically strive for maintaining a positive sense of self, threats to one's role identity are likely to induce stress. In line with these considerations, Semmer et al. recently (e.g., Semmer et al., 2007, 2015) introduced “illegitimate tasks” as a new concept of stressors. Illegitimate tasks, which are defined as unnecessary or unreasonable tasks, threaten the self because they signal a lack of appreciation regarding one's professional role. Teacher training is a phase of role transition in which the occurrence of illegitimate tasks becomes likely. A holistic understanding of these tasks, however, has been missing up to now. Is there already a professional role identity during teacher training that is vulnerable to threats like the illegitimacy of tasks? What are typical illegitimate tasks in the context of teacher training? In order to close this research gap, 39 situations taken from 16 interviews with teaching trainees were analyzed in the present study on the basis of qualitative content analysis. Seminars and standing in to hold lessons for other teachers were identified as most prevalent illegitimate tasks. More specifically, unnecessary tasks could be classified as sub challenging, inefficient and lacking in organization (e.g., writing reports about workshops no one will ever read). Unreasonable tasks appeared overextending, fell outside responsibility, and lacked supervisory support. Training interventions focusing upon task design and supervisory behavior are suggested for improvement. PMID:27683572

  11. Students' Perceptions of Parents' and Teachers' Qualities of Interpersonal Relations.

    ERIC Educational Resources Information Center

    Drevets, Roma K.; And Others

    1996-01-01

    Predominantly white midwestern high school students (n=561) rated a parent and a teacher on the Barret-Lennard Relationship Inventory (1962, 1978). Overall, girls perceived greater warmth from parents and teachers. Evidence of age differences and of greater warmth from parents with whom students lived was also found. (SLD)

  12. Relative Potency of Teacher Attitudes Toward Black and Retarded Children.

    ERIC Educational Resources Information Center

    Clifford, Miriam

    The attitudes of nine teachers in three graded, open classrooms toward their home-base pupils were measured using Schaefer's Classroom Behavior Inventory (CBI). CBI explores teacher perception of the child's behavior in the area of extraversion-introversion, task orientation-distractability, and hostility-considerateness. The total group of 87…

  13. Contributions of Work-Related Stress and Emotional Intelligence to Teacher Engagement: Additive and Interactive Effects

    PubMed Central

    2017-01-01

    This study examined the additive and interactive effects of role stress and emotional intelligence for predicting engagement among 288 teachers. Emotional intelligence and engagement were positively associated. Role ambiguity and role conflict showed negative associations with vigor and dedication scores. The interaction of role ambiguity and emotional intelligence was significant in explaining engagement dimensions. Similar results were found considering overall teacher engagement. Emotional intelligence boosted engagement when the levels of role ambiguity were higher. Our findings suggest the need for future research examining the impact of job hindrances on the links between emotional intelligence and teachers’ occupational well-being indicators. Finally, the implications for emotional intelligence training in education are discussed. PMID:28961218

  14. Work-related stress and cognitive enhancement among university teachers.

    PubMed

    Wiegel, Constantin; Sattler, Sebastian; Göritz, Anja S; Diewald, Martin

    2016-01-01

    Working conditions of academic staff have become increasingly complex and occupational exposure has risen. This study investigates whether work-related stress is associated with the use of prescription drugs for cognitive enhancement (CE). The study was designed around three web-based surveys (n1 = 1131; n2 = 936; n3 = 906) to which university teachers at four German universities were asked to respond. It assessed past CE-drug use and the willingness to use CE-drugs as factors influencing future use. Overlap among participants across the surveys allowed for analyses of stability of the results across time. Our study suggests a currently very low prevalence of CE-drug use as well as a low willingness to use such drugs. The results showed a strong association between perceptions of work-related stress and all measures of CE-drug use (when controlling for potential confounding factors). They also showed that past use of CE-drugs increased participants' willingness to use them again in the future, as did lower levels of social support. Two different measures showed that participants' moral qualms against the use of CE-drugs decreased their probability of using them. The results increase our knowledge about the prevalence of CE-drug use and our understanding of what motivates and inhibits the use of CE-drug.

  15. The Physical Education and School Sport Environment Inventory: Preliminary Validation and Reliability

    ERIC Educational Resources Information Center

    Fairclough, Stuart J.; Hilland, Toni A.; Vinson, Don; Stratton, Gareth

    2012-01-01

    The study purpose was to assess preliminary validity and reliability of the Physical Education and School Sport Environment Inventory (PESSEI), which was designed to audit physical education (PE) and school sport spaces and resources. PE teachers from eight English secondary schools completed the PESSEI. Criterion validity was assessed by…

  16. Demographic Profile and Perceived Inset Needs of Secondary Mathematics Teachers in Limpopo Province

    ERIC Educational Resources Information Center

    Rakumako, Angeline; Laugksch, Rüdiger

    2010-01-01

    The findings of a study on the demographic profile and perceived INSET needs of secondary Mathematics teachers in Limpopo province are described. The survey instrument employed was the "Science Teacher Inventory of Needs for Limpopo province" ("STIN-LP"). Most teachers who responded to this survey teach at a rural or township…

  17. Preservice Teachers' Ability To Determine Miscues and Comprehension Response Errors of Elementary Students.

    ERIC Educational Resources Information Center

    Traynelis-Yurek, Elaine; Strong, Mary W.

    2000-01-01

    Examines the results of instruction in administering the Informal Reading Inventory (IRI) in three teacher training programs. Focuses on the examination of the scoring of the IRI in simulation exercises by preservice teachers after instruction in the administration and scoring of the IRI. Concludes that the preservice teachers did not accurately…

  18. High School Science Teachers' Views on Science Process Skills

    ERIC Educational Resources Information Center

    Gultepe, Nejla

    2016-01-01

    The current research is a descriptive study in which a survey model was used. The research involved chemistry (n = 26), physics (n = 27), and biology (n = 29) teachers working in Science High Schools and Anatolian High Schools in Turkey. An inventory that consisted of seven questions was designed to ascertain what teachers' think about the…

  19. Investigating the Stress Levels of Early Childhood, Primary and Secondary Pre-Service Teachers during Teaching Practicum

    ERIC Educational Resources Information Center

    Geng, Gretchen; Midford, Richard; Buckworth, Jenny

    2015-01-01

    This study investigated stress levels of pre-service teachers (PSTs) across three categories of teaching context: early childhood, primary and secondary. This paper focused on exploring the stressors in the completion of tasks in teaching practicum in the three categories of teaching context and an awareness of and access to support systems. The…

  20. Teachers' and students' work-culture variables associated with positive school outcome.

    PubMed

    Goldwater, O D; Nutt, R L

    1999-01-01

    Little is known about the relationship between teachers' family-of-origin variables, impacting their work attitudes and interpersonal skills, and students' academic outcome. This study investigated whether goodness of fit between teachers' and students' backgrounds is associated with subjective grading and objective achievement at school. One hundred one seventh graders and twenty of their teachers completed the Self-Report Family Inventory. Similarity between teachers' and students' work-culture variables was associated with the subjective grading practices of teachers. The self-report data also revealed effective teacher and successful student profiles.

  1. Conceptual systems and teacher attitudes toward regular classroom placement of mildly mentally retarded students.

    PubMed

    Feldman, D; Altman, R

    1985-01-01

    The effects of a teacher personality construct (abstract vs. concrete conceptual system) and two pupil variables (race, school behavior) on 454 regular classroom teachers' attitudes toward mainstreaming were determined. Following administration of the Conceptual Systems Test, teachers were randomly assigned a profile of a mildly mentally retarded student that held pupil IQ and school achievement constant while varying pupil's race and school behavior. Subjects responded on an integration inventory comprised of three subscales: social-psychological classroom environment, self-actualization, and classroom cohesiveness. Results revealed a significant main effect on the behavior variable and a significant Personality X Race interaction on all inventory dimensions, suggesting that these teachers perceived maladaptive behavior of mainstreamed retarded students as a significant threat to a conducive instructional atmosphere and the capability of nonretarded students to achieve to their potential. These results have implications for inservice training for teachers based on the pupil race and teacher conceptual system findings.

  2. Commitment to philosophy, teacher efficacy, and burnout among teachers of children with autism.

    PubMed

    Jennett, Heather K; Harris, Sandra L; Mesibov, Gary B

    2003-12-01

    Variables that may be related to burnout in teachers of students with autism, including commitment to an underlying philosophy of a treatment and professional self-efficacy, were explored. Teachers using one of two different treatment approaches to autism participated: those using Applied Behavior Analysis (n = 34), and those using TEACCH (Treatment and Education of Autistic and Related Communication-Related Handicapped Children) (n = 30). Participants completed the Autism Treatment Philosophy Questionnaire, developed by the authors to differentiate between the philosophy of the approaches; Teacher Efficacy Scale, and Maslach Burnout Inventory. Results indicate a significant difference in philosophical commitment between the groups, but no differences in teaching efficacy or burnout. The relationship between a commitment to one's teaching approach and certain dimensions of teaching efficacy and burnout was found to be significant. Implications include the need for adequate training of teachers of students with autism.

  3. Behavior Rating Inventory of Executive Functioning-Preschool (BRIEF-P) Applied to Teachers: Psychometric Properties and Usefulness for Disruptive Disorders in 3-Year-Old Preschoolers.

    PubMed

    Ezpeleta, Lourdes; Granero, Roser; Penelo, Eva; de la Osa, Núria; Domènech, Josep M

    2015-06-01

    We provide validation data on the Behavior Rating Inventory of Executive Functioning-Preschool version (BRIEF-P) in preschool children. Teachers of a community sample of six hundred and twenty 3-year-olds, who were followed up at age 4, responded to the BRIEF-P, and parents and children answered different psychological measures. Confirmatory factor analysis achieved adequate fit of the original structure (five-first-order-factor plus three-second-order-factor model) after excluding four items. The derived dimensions obtained satisfactory internal consistency, moderate convergent validity with psychopathology and temperament, and good ability to discriminate between children with ADHD. BRIEF-P scales were not associated with a performance-based measure of attention. The teacher's BRIEF-P adds significant clinical information for the diagnosis of ADHD (ΔR(2) from 5.3 to 15.3) when used with other instruments for the assessment of psychopathology, functional impairment, or performance-based attention. The BRIEF-P may be useful in the identification of preschool children, specifically those with ADHD, who might have a dysfunction in executive functioning. © 2012 SAGE Publications.

  4. The Measure of Classroom Stress and Burnout among Gifted and Talented Students.

    ERIC Educational Resources Information Center

    Fimian, Michael J.; And Others

    1989-01-01

    Subjected gifted student data (N=311) to factor analyses for Student Stress Inventory and Maslach Burnout Inventory to assess factorial validity; five stress and three burnout factors were evident. Found significant relationships between stress, burnout, tedium, and, to a degree, quality of school life variables. (Author/NB)

  5. Teacher Participation in Stress Management through Different Theoretical Lenses: A Study Conducted in the Mahikeng Area

    ERIC Educational Resources Information Center

    Pelser, A. M. F.; van Wyk, C.

    2016-01-01

    The purpose of the research reported in this article was to place the known facts of the topic of teacher participation in stress management in the context of management and leadership in education. The emphasis in the conceptual and theoretical framework was on showing points of connection between leadership and management on the one hand and…

  6. Validity of the Parental Burnout Inventory Among Dutch Employees.

    PubMed

    Van Bakel, Hedwig J A; Van Engen, Marloes L; Peters, Pascale

    2018-01-01

    The purpose of this study was to validate the Parental Burnout Inventory (PBI) in a Dutch sample of working parents. The Dutch version of the PBI and questionnaires about work were administered to 627 working parents, with at least one child living at home. We investigated whether the tri-dimensional structure of the PBI held in a sample of male and female employed parents. Furthermore, we examined the relationships between PBI and the constructs work-related burnout, depressive mood, parenting stress and work-family conflict, which we assessed with widely used and validated instruments, i.e., emotional exhaustion [a subscale of the Dutch version of Maslach's Burnout Inventory], a Dutch Parental Stress Questionnaire and Work-Family Conflict. The results support the validity of a tri-dimensional parental burnout syndrome, including exhaustion, distancing and inefficacy. Low to moderate correlations between parents' burnout symptoms and professional exhaustion, parenting stress, depressive complaints and work-family conflict experiences were found, suggesting that the concept of PBI differs significantly from the concepts of job burnout, depression and stress, respectively. The current study confirms that some parents are extremely exhausted by their parental role. However, the number of Dutch employees reporting extreme parental burnout is rather low.

  7. Validity of the Parental Burnout Inventory Among Dutch Employees

    PubMed Central

    Van Bakel, Hedwig J. A.; Van Engen, Marloes L.; Peters, Pascale

    2018-01-01

    The purpose of this study was to validate the Parental Burnout Inventory (PBI) in a Dutch sample of working parents. The Dutch version of the PBI and questionnaires about work were administered to 627 working parents, with at least one child living at home. We investigated whether the tri-dimensional structure of the PBI held in a sample of male and female employed parents. Furthermore, we examined the relationships between PBI and the constructs work-related burnout, depressive mood, parenting stress and work-family conflict, which we assessed with widely used and validated instruments, i.e., emotional exhaustion [a subscale of the Dutch version of Maslach’s Burnout Inventory], a Dutch Parental Stress Questionnaire and Work-Family Conflict. The results support the validity of a tri-dimensional parental burnout syndrome, including exhaustion, distancing and inefficacy. Low to moderate correlations between parents’ burnout symptoms and professional exhaustion, parenting stress, depressive complaints and work-family conflict experiences were found, suggesting that the concept of PBI differs significantly from the concepts of job burnout, depression and stress, respectively. The current study confirms that some parents are extremely exhausted by their parental role. However, the number of Dutch employees reporting extreme parental burnout is rather low. PMID:29875711

  8. Parenting stress and anger expression as predictors of child abuse potential.

    PubMed

    Rodriguez, C M; Green, A J

    1997-04-01

    To explore one potential pathway to physical child abuse, the present investigation used hierarchical regression analysis using measures of parenting stress and anger expression to jointly predict child abuse potential. The Parenting Stress Index, State-Trait Anger Expression Inventory, and the Child Abuse Potential Inventory were administered to two different samples of New Zealand parents. As expected, both studies revealed parenting stress and anger expression and were individually positively correlated with child abuse potential: the major finding involved the strong point contribution of parenting stress and anger expression in predicting Child Abuse Potential Inventory scores. Application of findings for intervention and prevention are discussed.

  9. The Influence of Personal Characteristics on Secondary School Teachers' Beliefs about School Guidance and Counselling Programs

    ERIC Educational Resources Information Center

    Aluede, Oyaziwo; Egbochuku, ELizabeth

    2007-01-01

    This paper investigated how personal characteristics of secondary school teachers influence their beliefs about their school guidance and counselling programs. Two hundred and sixteen senior secondary school teachers responded to the "Teachers Beliefs about School Guidance and Counselling Programs Inventory (TBSG &CI)". When…

  10. Energy Education Materials Inventory (e.e.m.i.). Part One: Print Materials.

    ERIC Educational Resources Information Center

    Energy and Man's Environment, Inc., Portland, OR.

    This publication is one of a six-part inventory of energy education materials. Included in this part is a listing of print materials, including the following: teacher's guides, curriculum guides, ditto masters, textbooks, pamphlets, and posters. For each of the materials listed, the following information is included when available: (1) Title; (2)…

  11. Teacher Educators' Professional Development: Towards a Typology of Teacher Educators' Researcherly Disposition

    ERIC Educational Resources Information Center

    Tack, Hanne; Vanderlinde, Ruben

    2014-01-01

    Since the beginning of the twenty-first century, the need for teacher educators'--or those who teach the teachers--professional development became increasingly recognised in both policy and research literature. In this respect, a growing body of publications highly stress the teacher educators' task of engaging in research and becoming a teacher…

  12. Inventory Control System by Using Vendor Managed Inventory (VMI)

    NASA Astrophysics Data System (ADS)

    Sabila, Alzena Dona; Mustafid; Suryono

    2018-02-01

    The inventory control system has a strategic role for the business in managing inventory operations. Management of conventional inventory creates problems in the stock of goods that often runs into vacancies and excess goods at the retail level. This study aims to build inventory control system that can maintain the stability of goods availability at the retail level. The implementation of Vendor Managed Inventory (VMI) method on inventory control system provides transparency of sales data and inventory of goods at retailer level to supplier. Inventory control is performed by calculating safety stock and reorder point of goods based on sales data received by the system. Rule-based reasoning is provided on the system to facilitate the monitoring of inventory status information, thereby helping the process of inventory updates appropriately. Utilization of SMS technology is also considered as a medium of collecting sales data in real-time due to the ease of use. The results of this study indicate that inventory control using VMI ensures the availability of goods ± 70% and can reduce the accumulation of goods ± 30% at the retail level.

  13. Determination of in-service needs of Turkish high school science teachers in Istanbul

    NASA Astrophysics Data System (ADS)

    Ogan, Feral

    The purposes of this study were to identify the in-service needs of high school science teachers in Istanbul, Turkey according to the subgroups such as school type and gender and determine the priority obstacles preventing these science teachers from attendance at in-service programs. Moreover, this study aimed to find the other greatest needs of high school science teachers that are not mentioned in the survey instrument. The data for this research was gathered by conducting a survey in Istanbul, Turkey in Fall 2001 and Spring 2002 Semesters. Turkish translation of the modified version of a science teacher's needs inventory, Science Teacher Inventory of Need (STIN), entitled STIN-2 was used as the survey instrument. The subjects consisted of 75 high school science teachers who were selected from 369 high schools by using stratified random sampling in grades nine through eleven. By personally administering the survey, 422 science teachers from 75 high schools completed the survey and a 97% response rate was achieved. The results obtained in this study show that Turkish high school science teachers in Istanbul have a number of shared needs. One other indication is that they also have a number of needs, which are specific to subgroups of those science teachers.

  14. Understanding teacher responses to constructivist learning environments: Challenges and resolutions

    NASA Astrophysics Data System (ADS)

    Rosenfeld, Melodie; Rosenfeld, Sherman

    2006-05-01

    The research literature is just beginning to uncover factors involved in sustaining constructivist learning environments, such as Project-Based Learning (PBL). Our case study investigates teacher responses to the challenges of constructivist environments, since teachers can play strong roles in supporting or undermining even the best constructivist environments or materials. We were invited to work as mediators with a middle-school science staff that was experiencing conflicts regarding two learning environments, PBL (which was the school's politically correc learning environment) and traditional. With mediated group workshops, teachers were sensitized to their own and colleagues' individual learning differences (ILDs), as measured by two styles inventories (the LSI - Kolb, 1976; and the LCI - Johnston & Dainton, 1997). Using these inventories, a learning-environment questionnaire, field notes, and delayed interviews a year later, we found that there was a relationship between teachers' preferred styles, epistemological beliefs, and their preferred teaching environment. Moreover, when the participating teachers, including early-adopters and nonvolunteers to PBL, became more sensitive to their colleagues' preferences, many staff conflicts were resolved and some mismatched teachers expressed more openness to PBL. We argue that having teachers understand their own ILDs and related responses to constructivist learning environments can contribute to resolving staff conflicts and sustaining such environments. We present a cognitive model and a strategy which illustrate this argument.

  15. Development of an Instrument Measuring Student Teachers' Perceived Stressors about the Practicum

    ERIC Educational Resources Information Center

    Kokkinos, Constantinos M.; Stavropoulos, George; Davazoglou, Aggeliki

    2016-01-01

    The Stressors about Practicum Inventory, a self-report measure of perceived stressors about the practicum, was designed to provide those responsible for the training of primary school teachers with an informative, inexpensive and psychometrically sound tool. The present study describes the development and validation of the 94-item inventory in a…

  16. Evaluation of Stress Levels of Professionals.

    ERIC Educational Resources Information Center

    Schnorr, Janet K.; McWilliams, Jettie M.

    This study was conducted to analyze levels and areas of stress of professionals in selected service professions and to establish national norms of stress for these professions. The 60-item Tennessee Stress Scale-R (TSS-R) is a work-related stress inventory for professionals which provides a measure of stress in three areas: stress producers,…

  17. An Examination of the Construct Validity of the Inventory of Classroom Management Style.

    ERIC Educational Resources Information Center

    Martin, Nancy K.; Baldwin, Beatrice

    Confirmatory factor analysis was used to examine the construct validity of a new instrument measuring perceptions toward classroom management: the Inventory of Classroom Management Style (ICMS). Classroom management was defined as a multifaceted process that includes three broad dimensions: (1) what teachers believe about students as persons; (2)…

  18. The Use of the Barclay Classroom Climate Inventory in Curriculum Planning and Intervention.

    ERIC Educational Resources Information Center

    Hawn, Horace C.; Poole, Edward A.

    The Barclay Classroom Climate Inventory (BCCI) was used in the Athens Teacher Corps Project to appraise individual differences among students in grades 3-5, to guide in selecting alternative curriculum strategies for children with identified skill deficits, and to evaluate the effectiveness of those selected strategies. Intervention strategies…

  19. Development of a work environment rating scale for kindergarten teachers.

    PubMed

    Wong, Yau-ho P

    2015-08-01

    Kindergarten education in Hong Kong serves children aged 32-68 months. However, there is no extant scale that measures kindergarten teachers' perceived work environment, an important influence on their well-being. To develop a new instrument, the Teachers' Perceived Work Environment (TPWE) scale, and to assess whether kindergarten teachers with higher TPWE ratings had higher scores for job satisfaction, self-esteem and mental health. A 25-item rating scale was developed and used with a sample of in-service kindergarten teachers. Their perceived work environment was represented by five factors (ergonomics, staffing, teaching space, work hours and social space). These teachers also completed three well-being inventories: the Job Satisfaction Survey, the Rosenberg Self-Esteem Inventory and the General Health Questionnaire-12. In a second stage, a new sample of in-service kindergarten teachers was used to cross-validate the findings from the earlier assessment. In the first sample of 141 teachers and the second of 125, social space, staffing and work hours were associated with job satisfaction, while ergonomics was a significant negative predictor of mental health complaints. The TPWE exhibited satisfactory reliability and validity. Some factors were differentially associated with specific types of well-being. The results may inform future studies of the working conditions of kindergarten teachers. © The Author 2015. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  20. Factor structure and psychometric properties of the english version of the trier inventory for chronic stress (TICS-E).

    PubMed

    Petrowski, Katja; Kliem, Sören; Sadler, Michael; Meuret, Alicia E; Ritz, Thomas; Brähler, Elmar

    2018-02-06

    Demands placed on individuals in occupational and social settings, as well as imbalances in personal traits and resources, can lead to chronic stress. The Trier Inventory for Chronic Stress (TICS) measures chronic stress while incorporating domain-specific aspects, and has been found to be a highly reliable and valid research tool. The aims of the present study were to confirm the German version TICS factorial structure in an English translation of the instrument (TICS-E) and to report its psychometric properties. A random route sample of healthy participants (N = 483) aged 18-30 years completed the TICS-E. The robust maximum likelihood estimation with a mean-adjusted chi-square test statistic was applied due to the sample's significant deviation from the multivariate normal distribution. Goodness of fit, absolute model fit, and relative model fit were assessed by means of the root mean square error of approximation (RMSEA), the Comparative Fit Index (CFI) and the Tucker Lewis Index (TLI). Reliability estimates (Cronbach's α and adjusted split-half reliability) ranged from .84 to .92. Item-scale correlations ranged from .50 to .85. Measures of fit showed values of .052 for RMSEA (Cl = 0.50-.054) and .067 for SRMR for absolute model fit, and values of .846 (TLI) and .855 (CFI) for relative model-fit. Factor loadings ranged from .55 to .91. The psychometric properties and factor structure of the TICS-E are comparable to the German version of the TICS. The instrument therefore meets quality standards for an adequate measurement of chronic stress.

  1. Multiple Intelligence and Digital Learning Awareness of Prospective B.Ed Teachers

    ERIC Educational Resources Information Center

    Gracious, F. L. Antony; Shyla, F. L. Jasmine Anne

    2012-01-01

    The present study Multiple Intelligence and Digital Learning Awareness of prospective B.Ed teachers was probed to find the relationship between Multiple Intelligence and Digital Learning Awareness of Prospective B.Ed Teachers. Data for the study were collected using self made Multiple Intelligence Inventory and Digital Learning Awareness Scale.…

  2. Professional Self-Esteem as a Predictor of Teacher Burnout across Iranian and Turkish EFL Teachers

    ERIC Educational Resources Information Center

    Khezerlou, Ebrahim

    2017-01-01

    The study aimed at measuring the perceived Professional Self-esteem, Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA) of Iranian (n = 230) and Turkish (n = 156) EFL teachers and determining the prediction role of Professional Self-esteem in EE, DP, and PA processes. The Maslach Burnout Inventory-Educators Survey…

  3. Operating at the Margins While Seeking a Space in the Heart: The Daily Teaching Reality of Japanese High School Teachers Experiencing Workplace Stress/Anxiety

    ERIC Educational Resources Information Center

    Yorimitsu, Akiko; Houghton, Stephen; Taylor, Myra

    2014-01-01

    The esteem historically attributed to the teaching profession in Japan is eroding, and some Japanese teachers who identify with the ideal of being a "life educator" are becoming disillusioned with teaching. While the stress and anxiety associated with teacher disillusionment have been researched from a Western perspective, little is…

  4. Perspectives Regarding Classroom Management Style: Differences between Elementary and Secondary Level Teachers.

    ERIC Educational Resources Information Center

    Martin, Nancy K.; Baldwin, Beatrice

    This study represents a continuation of research efforts to further refine the Inventory of Classroom Management Style, an instrument designed to measure teachers' perceptions of their classroom management beliefs and practices. "Classroom management" is an umbrella term describing teacher efforts to oversee a multitude of activities in…

  5. Suggestions from Student Teachers.

    ERIC Educational Resources Information Center

    Womack, Sid T.

    Teachers and administrators can help simplify the adjustment of student teachers to the classroom by being aware of student teacher concerns and problem areas. Asked to voice concerns and suggestions for future students, two groups of students at a Texas university and an Oklahoma university cited discipline, stress and fatigue, and relations with…

  6. Expelling Stress for Primary School Teachers: Self-Affirmation Increases Positive Emotions in Teaching and Emotion Reappraisal

    PubMed Central

    Morgan, James; Atkin, Lisa

    2016-01-01

    The aim of the present pilot study was to assess the effect of a brief work-related self-affirming implementation intention (WS-AII) on the well-being of primary school teachers. Participants were randomly allocated to one of two conditions: one in which they were asked to create a WS-AII or one in which they were asked to create a control implementation intention (C-II). State anxiety was measured pre- and post-manipulation, self-efficacy at post-manipulation only, and emotions in teaching and emotion regulation at baseline and at a two-week follow-up. There were statistically significant differences between the WS-AII condition and the control. Teachers who created work-related self-affirming implementation intentions reported an immediate reduction in state anxiety. Positive effects extended over the two-week period, with teachers in the WS-AII condition also reporting more positive emotions in teaching and the use of reappraisal emotion regulation strategies rather than emotion suppression. Results suggest that the integration of the WS-AII into existing organisational practice may be of benefit to the well-being of teachers and other highly stressed workers. PMID:27187437

  7. Expelling Stress for Primary School Teachers: Self-Affirmation Increases Positive Emotions in Teaching and Emotion Reappraisal.

    PubMed

    Morgan, James; Atkin, Lisa

    2016-05-13

    The aim of the present pilot study was to assess the effect of a brief work-related self-affirming implementation intention (WS-AII) on the well-being of primary school teachers. Participants were randomly allocated to one of two conditions: one in which they were asked to create a WS-AII or one in which they were asked to create a control implementation intention (C-II). State anxiety was measured pre- and post-manipulation, self-efficacy at post-manipulation only, and emotions in teaching and emotion regulation at baseline and at a two-week follow-up. There were statistically significant differences between the WS-AII condition and the control. Teachers who created work-related self-affirming implementation intentions reported an immediate reduction in state anxiety. Positive effects extended over the two-week period, with teachers in the WS-AII condition also reporting more positive emotions in teaching and the use of reappraisal emotion regulation strategies rather than emotion suppression. Results suggest that the integration of the WS-AII into existing organisational practice may be of benefit to the well-being of teachers and other highly stressed workers.

  8. Measuring Teacher Beliefs about Curriculum Orientations Using the Modified-Curriculum Orientations Inventory

    ERIC Educational Resources Information Center

    Jenkins, Sharon Billburg

    2009-01-01

    Although curriculum orientations are widely discussed in educational literature, the extent to which teachers and other educational specialists in the United States hold these curriculum orientations is neither well documented nor well known. The relationships between a teacher's beliefs and the five dominant curriculum orientations (Academic…

  9. Science Teachers' Information Processing Behaviours in Nepal: A Reflective Comparative Study

    ERIC Educational Resources Information Center

    Acharya, Kamal Prasad

    2017-01-01

    This study examines the investigation of the information processing behaviours of secondary level science teachers. It is based on the data collected from 50 secondary level school science teachers working in Kathmandy valley. The simple random sampling and the Cognitive Style Inventory have been used respectively as the technique and tool to…

  10. Teacher Perceptions of School Consultant Social Influence Strategies: Replication and Expansion

    ERIC Educational Resources Information Center

    Owens, Julie Sarno; Schwartz, Madeleine E.; Erchul, William P.; Himawan, Lina K.; Evans, Steven W.; Coles, Erika K.; Schulte, Ann C.

    2017-01-01

    The goals were to (a) replicate the findings of previous research with regard to the Consultee/Teacher Version of the Interpersonal Power Inventory (IPI), and (b) advance the literature by examining IPI scores about a current consultation relationship. Sample 1 included 99 elementary school teachers (44.4% Hispanic) who completed the IPI. Results…

  11. Characteristics of Reticent and Disruptive Children As Identified by the Barclay Classroom Climate Inventory.

    ERIC Educational Resources Information Center

    Barclay, James R.

    The Barclay Classroom Climate Inventory was employed to identify the psychometric characteristics of reticent and disruptive children. The BCCI utilizes self-competency judgments, peer nominations, vocational interests and teacher adjectival ratings in an effort to measure the various expectations which interact in the elementary classroom. A…

  12. An Inventory of Cocurricular Drama Programs in the Secondary Schools of Jefferson County, Kentucky.

    ERIC Educational Resources Information Center

    Hoover, Nancy Roahrig

    In order to compile an inventory of secondary school cocurricular dramatics programs in the Jefferson County, Kentucky, public schools, eleven principals, eighteen teachers, and eighty students were randomly selected from thirteen high schools, five junior high schools, and five middle schools. Respondents completed questionnaires concerning the…

  13. The Influence of Test-Based Accountability Policies on Teacher Stress and Instructional Practices: A Moderated Mediation Model

    ERIC Educational Resources Information Center

    von der Embse, Nathaniel P.; Schoemann, Alexander M.; Kilgus, Stephen P.; Wicoff, Maribeth; Bowler, Mark

    2017-01-01

    The present study examined the use of student test performance for merit pay and teacher evaluation as predictive of both educator stress and counterproductive teaching practices, and the moderating role of perceived test value. Structural equation modelling of data from a sample of 7281 educators in a South-eastern state in the United States…

  14. Mathematics-Related Anxiety and Attitudes: Examining the Impact among Latina Preservice Teachers

    ERIC Educational Resources Information Center

    Gautreau, Cynthia; Brye, Michelle VanderVeldt; Lunceford, Christina

    2016-01-01

    The purpose of this study was to investigate mathematics-related anxiety and attitudes among Latina preservice teachers. Three sections from the Inventory of Mathematics Attitudes, Experience, and Self Awareness were administered to preservice teachers enrolled in a curriculum and instruction mathematics course during the 1st semester of a…

  15. Gender differences in teachers' behaviors in relation to adolescents' self-concepts.

    PubMed

    Mboya, M M

    1995-12-01

    Gender differences in the relationship between teachers' behaviors and adolescents' self-concepts were investigated in 276 (156 boys and 120 girls) Standard Ten students from two coeducational high schools in Langa, Cape Town, South Africa. The Perceived Teacher Behavior Inventory was used to measure adolescents' self-concepts. Analysis indicated significant differences in perceived teachers' behavior and adolescents' self-description scale scores between boys and girls. Further, students' self-concept dimensions most strongly associated with teachers' behaviors were relations with family, general school, and health.

  16. The job self-efficacy and job involvement of clinical nursing teachers.

    PubMed

    Yang, Hui-Ling; Kao, Yu-Hsiu; Huang, Yi-Ching

    2006-09-01

    This paper explored the present status of self-efficacy and job involvement of clinical nursing teachers and investigated the predictive power of teachers' personal background variables on such, as well as the relationship between self-efficacy and job involvement. A total of 419 participants in the survey sample were chosen among clinical nursing teachers at 19 public and private institutes of technology and junior colleges in Taiwan in 2004. The self-developed structural questionnaire was categorized into three sections, including personal background data, job self-efficacy related to the clinical teaching inventory and job involvement related to clinical teaching inventory. Of the total 419 questionnaires distributed for this cross-sectional survey, 266 valid copies were registered, at a recovery rate of 63%. Findings indicated that both the job self-efficacy and job involvement of clinical nursing teachers are at a medium to high level and that significant differences exist in job self-efficacy and job involvement based on differences in age, marital status, teaching seniority, teacher qualifications, and job satisfaction. Second, samples have significantly different performance in self-efficacy due to differences in education level attained and the medical institution to which nursing teachers had been assigned. Self-efficacy and job involvement are significantly positively correlated. These results can serve as a reference for the cultivation of nursing teachers and reform of clinical nursing education in the future.

  17. Stress among Prospective Teachers: A Review of the Literature

    ERIC Educational Resources Information Center

    Gardner, Sallie

    2010-01-01

    Student-teacher distress has the potential to impact on the individuals who are to become teachers, the profession and the education system. This review examines what is known of psychological distress among university students, teachers and student-teachers, the demands associated with their practical experiences and the known impact of…

  18. Boys, Girls, and Others: Affectional Differences between Self-Identified Lesbian, Gay Male, and Bisexual Public School Teachers in Job Satisfaction, Job Stress, and Identity.

    ERIC Educational Resources Information Center

    Juul, Thomas P.

    This study used data from a national survey to examine the relationship of openness regarding sexual orientation to job satisfaction, job stress, and identity for self-identified homosexual and bisexual public school teachers. A survey was sent to participants through national, state, and urban based gay teacher organizations. Of the 1,350 surveys…

  19. EFL Teachers' Emotional Intelligence and Their Personality Types: Exploring Possible Relations

    ERIC Educational Resources Information Center

    Razavi, Roya

    2014-01-01

    The major aim of this study was to examine the relationship between teachers' emotional intelligence and their personality traits in an Iranian context. To this end, 85 Iranian EFL teachers were asked to fill out The Big Five Inventory Personality Test (John & Srivastava, 1999) and The Bar-On Emotional Intelligences test (1997). The results…

  20. Teacher Educators Developing Professional Roles: Frictions between Current and Optimal Practices

    ERIC Educational Resources Information Center

    Meeus, Wil; Cools, Wouter; Placklé, Inge

    2018-01-01

    This article reports on a study of the professional learning of Flemish teacher educators. In the first part, an exemplary survey was conducted in order to compile an inventory of the existing types of education initiatives for teacher educators in Flanders. An electronic survey was then conducted in order to identify the professional needs of…

  1. The Problem-Solving Skills of the Teachers in Various Branches

    ERIC Educational Resources Information Center

    Temel, Veysel

    2015-01-01

    The aim of this study was to determine the problem-solving skills of the teachers in various branches in Çat town of Erzurum Province in Turkey, using some variables. A total of 153 teachers (84 females, 69 males and age: 1.6536±0.72837) from different departments participated in the study. Problem Solving Inventory, developed by Heppner and…

  2. Development and Validation of Yoga Video Package and Its Effectiveness on Depression, Anxiety and Stress of School Teachers

    ERIC Educational Resources Information Center

    Selvi, B. Tamil; Thangarajathi, S.

    2011-01-01

    Teaching once was considered as a noble job but, within the last decade it has become an increasingly stressful profession for school teachers. Increased work load, insufficient salary package, fast changing curriculum, increase in the responsibilities of the students, modern fast mechanical life, conflicts with the colleagues and with higher…

  3. Stress: The Special Educator's Perspective.

    ERIC Educational Resources Information Center

    Raschke, Donna; And Others

    1988-01-01

    The article describes approaches special education teachers can take to reduce stress including diet and exercise, relaxation techniques, use of social support systems, goal setting, time management, and networking. A survey of special education teachers found the use of humor the most common strategy for coping with stress. (DB)

  4. The Relation between Science Student Teachers' Approaches to Studying and Their Attitude to Reflective Practice

    ERIC Educational Resources Information Center

    Efe, Rifat

    2018-01-01

    In this study, the relation between science student teachers' approaches to studying and their attitude to reflective practice were investigated. The participants were 345 science student teachers on teacher education course during 2015-2016 academic year. The data was collected through Approaches and Study Skills Inventory for Students (ASSIST)…

  5. Burnout among Swedish school teachers - a cross-sectional analysis.

    PubMed

    Arvidsson, Inger; Håkansson, Carita; Karlson, Björn; Björk, Jonas; Persson, Roger

    2016-08-18

    Teachers are at high risk of stress-related disorders. This study aimed to examine the occurrence of burnout in a sample of Swedish school-teachers, to test a combined measure of three burnout dimensions on the individual level, to characterize associations between burnout and factors encountered during work and leisure time, and to explore any differences between the genders. A questionnaire of occupational, sociodemographic and life-style factors was answered by 490 teachers in school years 4-9. Outcome measures were (a) the single burnout dimensions of exhaustion, cynicism and professional efficacy (Maslach Burnout Inventory-General Survey), and (b) a combined measure based on high or low values in the three dimensions. The combined measure was used to stratify the study population into four levels (0-3) of burnout. Multivariable Poisson regression was applied on level 2 + 3 vs. level 0 + 1, for variables that we considered as relevant risk factors for burn out. Half of the teachers reported low values in all three dimensions (level 0), whereas 15 were classified as having high burnout in at least two out of the three dimensions (level 2 + 3), and 4 % in all three dimensions (level 3). Almost all psychosocial factors were incrementally more unfavourably reported through the rising levels of burnout, and so were dissatisfaction with the computer workstation, pain, sleep problems and lack of personal recovery. There was no association between gender and rising levels of overall burnout (p > 0.30). Low self-efficacy, poor leadership, high job demands and teaching in higher grades were the variables most clearly associated with burnout in multivariable Poisson regression. Even if circa 50 % of the teachers appear do well with respect to burnout, the results points to the need of implementing multifaceted countermeasures that may serve to reduce burnout.

  6. Federal Policy and the Teacher Labor Market: Exploring the Effects of NCB School Accountability on Teacher Turnover

    ERIC Educational Resources Information Center

    Sun, Min; Saultz, Andrew; Ye, Yincheng

    2017-01-01

    The media suggest that accountability pressure increases teacher stress and drives teachers away from teaching, resulting in teachers leaving disadvantaged schools that serve larger proportions of poor and minority students. However, no prior work has systematically examined the changes in the national trends of teacher turnover in response to No…

  7. An Investigation into Teacher Wellbeing during the Teacher Training Year

    ERIC Educational Resources Information Center

    Turner, Sarah; Zanker, Nigel; Braine, Maggie

    2012-01-01

    For those studying for the Post Graduate Certificate in Education (PGCE), the teaching practice placement can be a daunting experience. Trainee teachers have to adjust into a new workplace and a complicated professional role which can be stressful; this can result in teachers leaving the profession in their early years if they do not equip…

  8. Exhausted Parents: Development and Preliminary Validation of the Parental Burnout Inventory

    PubMed Central

    Roskam, Isabelle; Raes, Marie-Emilie; Mikolajczak, Moïra

    2017-01-01

    Can parents burn out? The aim of this research was to examine the construct validity of the concept of parental burnout and to provide researchers which an instrument to measure it. We conducted two successive questionnaire-based online studies, the first with a community-sample of 379 parents using principal component analyses and the second with a community- sample of 1,723 parents using both principal component analyses and confirmatory factor analyses. We investigated whether the tridimensional structure of the burnout syndrome (i.e., exhaustion, inefficacy, and depersonalization) held in the parental context. We then examined the specificity of parental burnout vis-à-vis professional burnout assessed with the Maslach Burnout Inventory, parental stress assessed with the Parental Stress Questionnaire and depression assessed with the Beck Depression Inventory. The results support the validity of a tri-dimensional burnout syndrome including exhaustion, inefficacy and emotional distancing with, respectively, 53.96 and 55.76% variance explained in study 1 and study 2, and reliability ranging from 0.89 to 0.94. The final version of the Parental Burnout Inventory (PBI) consists of 22 items and displays strong psychometric properties (CFI = 0.95, RMSEA = 0.06). Low to moderate correlations between parental burnout and professional burnout, parental stress and depression suggests that parental burnout is not just burnout, stress or depression. The prevalence of parental burnout confirms that some parents are so exhausted that the term “burnout” is appropriate. The proportion of burnout parents lies somewhere between 2 and 12%. The results are discussed in light of their implications at the micro-, meso- and macro-levels. PMID:28232811

  9. Assessment for Student Improvement: Understanding Hong Kong Teachers' Conceptions and Practices of Assessment

    ERIC Educational Resources Information Center

    Brown, Gavin T. L.; Kennedy, Kerry J.; Fok, Ping Kwan; Chan, Jacqueline Kin Sang; Yu, Wai Ming

    2009-01-01

    Hong Kong is seeking to increase the use of "assessment for learning" rather than rely on "assessment of learning" through summative examinations. Nearly 300 teachers from 14 primary and secondary schools answered a Chinese translation of the Teachers' Conceptions of Assessment inventory and a new Practices of Assessment…

  10. Differential Stress Levels in Primary Versus Secondary Classrooms.

    ERIC Educational Resources Information Center

    Jones, J. Reid

    A study investigated sources of stress among 61 elementary and secondary school teachers who had attended an inservice stress clinic. Teachers completed test or survey instruments which collected data on problem situations for classroom teachers, including personal information on their teaching situations, job satisfaction, consideration of…

  11. Teacher Perceptions of Student Bullying Behaviors.

    ERIC Educational Resources Information Center

    Harris, Sandra; Willoughby, William

    2003-01-01

    Explores 68 teachers' perceptions of student bullying behaviors within a revised framework of Richard Lazarus's stress and coping theory. About half of the teachers indicated they "always" tried to stop bullying. Only a small percentage of teachers said, however, they considered other teachers as "always" interested in trying to stop bullying.…

  12. Measuring Teachers' Knowledge & Application of Classroom Assessment Concepts: Development of the "Assessment Literacy Inventory"

    ERIC Educational Resources Information Center

    Mertler, Craig A.; Campbell, Cynthia

    2005-01-01

    Assessing student performance is one of the most critical responsibilities of classroom teachers; yet, many teachers do not feel adequately prepared for this task. Teachers often believe that they need remediation or assistance in applying assessment concepts and techniques, as well as making assessment-related decisions. In an effort to measure…

  13. Three Scales to Measure Burnout of Primary School Teachers: Empirical Evidence on Their Adequacy

    ERIC Educational Resources Information Center

    Platsidou, Maria; Daniilidou, Athena

    2016-01-01

    This study aimed at comparing the psychometric properties of three measures of burnout administered in 320 Greek primary school teachers, namely the Maslach Burnout Inventory (Maslach and Jackson 1982), the Burnout Measure (Pines and Aronson 1988) and the Copenhagen Burnout Inventory (Kristensen et al. 2005). Confirmatory factor analysis tested a…

  14. Teacher Burnout: A Laughing Matter

    ERIC Educational Resources Information Center

    McKenzie, Kemberly Elaine

    2009-01-01

    This study employed a quantitative research method and examined the relationship among teacher burnout, job-related stress and humor coping styles in 306 high school teachers from the south suburbs of Chicago, Illinois. In particular, this study sought to determine if a relationship existed among the three variables by examining if teacher burnout…

  15. The EBD Teacher Stressors Questionnaire.

    ERIC Educational Resources Information Center

    Center, David B.; Steventon, Candace

    2001-01-01

    Two studies examined the validity of a self-report instrument that assesses occupational stressors in teachers of students with emotional and behavioral disorders (EBD). Differences were found in the stress management resources of low and high scoring EBD teachers on the measure and between scores of EBD and general education teachers, although…

  16. Perceived Problem Solving Skills: As a Predictor of Prospective Teachers' Scientific Epistemological Beliefs

    ERIC Educational Resources Information Center

    Temel, Senar

    2016-01-01

    This study aims to determine the level of perceived problem solving skills of prospective teachers and the relations between these skills and their scientific epistemological beliefs. The study was conducted in the fall semester of 2015-2016 academic year. Prospective teachers were applied Problem Solving Inventory which was developed by Heppner…

  17. Perceptions of Pre-Service Teachers on Student Burnout, Occupational Anxiety and Faculty Life Quality

    ERIC Educational Resources Information Center

    Türkoglu, Muhammet Emin; Cansoy, Ramazan

    2017-01-01

    Perceptions of pre-service teachers on burnout, occupational anxiety and faculty life quality were investigated in this research. The research group consisted of 461 pre-service teachers in total studying at Afyon Kocatepe University faculty of education. "Maslach Burnout Inventory-Student Form," "Faculty Life Quality Scale"…

  18. Teacher Burnout: Stylish Fad or Profound Problem.

    ERIC Educational Resources Information Center

    Cunningham, William G.

    1982-01-01

    Evidence suggests that teacher burnout has significant impact on the quality of education and on teacher job satisfaction. Its causes include job stress and organizational structures or professional relationships. Reduction of burnout may come from such strategies as increased teacher role differentiation, greater teacher support, and improved…

  19. Mindfulness-based stress reduction teachers, practice characteristics, cancer incidence, and health: a nationwide ecological description.

    PubMed

    Robb, Sara Wagner; Benson, Kelsey; Middleton, Lauren; Meyers, Christine; Hébert, James R

    2015-02-14

    Studies have demonstrated the potential of the Mindfulness-Based Stress Reduction (MBSR) program to improve the condition of individuals with health outcomes such as hypertension, diabetes, and chronic pain; improve psychological well-being; reduce stress levels; and increase survival among cancer patients. To date, only one study has focused on the effect of long-term meditation on stress, showing a positive protective relationship. However, the relationship between meditation and cancer incidence remains unexplored. The objective of this study was to describe the state-level relationship between MBSR instructors and their practices and county-level health outcomes, including cancer incidence, in the United States. This ecologic study was performed using geospatial mapping and descriptive epidemiology of statewide MBSR characteristics and overall health, mental health state rankings, and age-adjusted cancer incidence rates. Weak to moderate state-level correlations between meditation characteristics and colorectal and cervical cancer incidence were detected, with states with more meditation (e.g., more MBSR teachers per population) correlated with a decreased cancer incidence. A negative correlation was detected between lung & bronchus cancer and years teaching MBSR only. Moderate positive correlations were detected between Hodgkin's Lymphoma and female breast cancer in relation to all meditation characteristics. Statistically significant correlations with moderate coefficients were detected for overall health ranks and all meditation characteristics, most strongly for total number of years teaching MBSR and total number of years of general meditation practice. Our analyses might suggest that a relationship exists between the total number of MBSR teachers per state and the total number of years of general meditation practice per state, and colorectal and cervical cancer incidence. Positive correlations were observed with overall health rankings. Despite this study

  20. One Teacher's Profession.

    ERIC Educational Resources Information Center

    Shumate, Nancy E.

    1987-01-01

    Stresses the necessity for the public to have a genuine respect for teaching as a profession and for teachers as professionals. Emphasizes that the public must view teachers as individuals who know what they are doing, are knowledgeable about their work, and are acting in good faith for the benefit of the students. (NKA)