Handling-induced stress and mortalities in African wild dogs (Lycaon pictus).

PubMed

de Villiers, M S; Meltzer, D G; van Heerden, J; Mills, M G; Richardson, P R; van Jaarsveld, A S

1995-11-22

Recently it was suggested that the handling of wild dogs (Lycaon pictus) by researchers in the Serengeti ecosystem created stress, resulting in the reactivation of latent rabies viruses in carrier animals. We present data from ongoing studies on free-ranging and captive wild dogs elsewhere in Africa which do not support this hypothesis. Cortisol profiles suggest that immobilization of wild dogs does not cause the chronic stress required for stress-reactivation of latent viruses. Furthermore, there is no evidence of handling-related mortalities in wild dogs: the survivorship of unhandled and handled free-ranging wild dogs did not differ and no captive animals died within a year of handling (immobilization and/or vaccination against rabies). We suggest that the mortalities observed in Tanzania were due to an outbreak of a disease which rabies vaccination was unable to prevent. Intensive monitoring and active management research programmes on wild dogs are essential as without these, critically endangered wild dog populations have little hope of survival.

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.

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)

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…

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…

Physiological effects of handling and hauling stress on smallmouth bass

USGS Publications Warehouse

Carmichael, G.J.; Wedemeyer, G.A.; McCraren, J.P.; Millard, J.L.

1983-01-01

Basic physiological information on the stress caused by current hatchery practices is helpful in developing new and improved techniques to increase survival. In view of the present fishery management requirements for stocking smallmouth bas (Micropterus dolomieu), baseline information on the physiological effects of handling and hauling hatchery-reared fish is needed to serve as the foundation for improving transport methods. Shell (1959) summarized several physiological characteristics of smallmouth bass, but little information on their physiological tolerance to stress exists. The present study was designed to determine the physiological effects of handling and short-term hauling in small mouth bass. Plasma chloride, sodium, potassium, and glucose dynamics were monitored in indicate the severity of the resulting stress and the recovery time needed.

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…

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)

Handling stress may confound murine gut microbiota studies.

PubMed

Allen-Blevins, Cary R; You, Xiaomeng; Hinde, Katie; Sela, David A

2017-01-01

demonstrate a significant difference between the amount of Firmicutes in pups receiving water passively and those receiving FOS actively ( p -value = 0.009). Additionally, we found significant differences between the fecal microbiota from handled and non-handled mouse pups. From our results, we conclude even handling pups for experimental purposes, without gavage, may induce enough stress to alter the murine gut microbiota profile. We suggest further studies to examine potential stress effects on gut microbiota caused by experimental techniques. Stress from experimental techniques may need to be accounted for in future gut microbiota studies.

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…

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…

A Collective Case Study of the Influence of Teachers' Beliefs and Knowledge on Error-Handling Practices during Class Discussion of Mathematics

ERIC Educational Resources Information Center

Bray, Wendy S.

2011-01-01

This collective case study examines the influence of 4 third-grade teachers' beliefs and knowledge on their error-handling practices during class discussion of mathematics. Study findings suggest that, although teachers' ways of handling student errors during class discussion of mathematics are clearly linked to both teacher beliefs and teacher…

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.…

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,…

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.…

Neonatal handling (resilience) attenuates water-avoidance stress induced enhancement of chronic mechanical hyperalgesia in the rat

PubMed Central

Alvarez, Pedro; Levine, Jon D.; Green, Paul G.

2015-01-01

Chronic stress is well known to exacerbate pain. We tested the hypothesis that neonatal handling, which induces resilience to the negative impact of stress by increasing the quality and quantity of maternal care, attenuates the mechanical hyperalgesia produced by water-avoidance stress in the adult rat. Neonatal male rats underwent the handling protocol on postnatal days 2–9, weaned at 21 days and tested for muscle mechanical nociceptive threshold at postnatal days 50–75. Decrease in mechanical nociceptive threshold in skeletal muscle in adult rats, produced by exposure to water-avoidance stress, was significantly attenuated by neonatal handling. Neonatal handling also attenuated the mechanical hyperalgesia produced by intramuscular administration of the pronociceptive inflammatory mediator, prostaglandin E2 in rats exposed as adults to water-avoidance stress. Neonatal handling, which induces a smaller corticosterone response in adult rats exposed to a stressor as well as changes in central nervous system neurotransmitter systems, attenuates mechanical hyperalgesia produced by water-avoidance stress and enhanced prostaglandin hyperalgesia in adult animals. PMID:25637700

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…

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)

How to Handle Difficult Parents: Proven Solutions for Teachers. Second Edition

ERIC Educational Resources Information Center

Tingley, Suzanne Capek

2012-01-01

"How to Handle Difficult Parents" is a funny, but practical, guide to working effectively with parents and avoiding unnecessary conflict. Whether you're a teacher (regular or special education) or a coach, this book will give you practical suggestions regarding what to say and how to say it to parents who question your lesson plans, challenge your…

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.…

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…

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…

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…

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…

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…

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)

Repeated handling, restraint, or chronic crowding impair the hypothalamic-pituitary-adrenocortical response to acute restraint stress.

PubMed

Gadek-Michalska, A; Bugajski, J

2003-09-01

The purpose of the present study was to assess whether, and to what extent prior handling, restraint or social crowding stress during 3-10 days affects the hypothalamic-pituitary-adrenocortical (HPA) response to an acute short-lasting restraint stress. Also the effect of a feedback inhibitory mechanism of corticosterone in the impairment of HPA axis by these stressors was investigated. Male Wistar rats were pretreated with handling 1 min/day for 3-10 days, restraint 2 times daily for 3-7 days and crowding stress for 7 days before exposure to acute restraint stress in metal tubes for 10 min. Some group of rats received exogenous s.c. corticosterone either once 25 mg/kg or 2 times daily 10 mg/kg for 3-10 days before restraint stress. After the last restraint the rats were decapitated and their trunk blood was collected for the measurement of plasma ACTH and serum corticosterone levels. Handling for 3-7 days, restraint for 3-7 days, and crowding for 7 days and a single pretreatment with corticosterone--all significantly and to a similar extent inhibited the restraint stress-induced increase in ACTH and corticosterone secretion. Chronic pretreatment with corticosterone blunted the restraint stress-induced increase in HPA axis activity. These results indicate that repeated short-lasting stress induced by handling, restraint, or crowding potently attenuates the acute restraint stress-induced stimulatory action of the HPA axis. They also indicate adaptive action of moderate stress on the HPA axis response to acute stress. The results also suggest that a short-lasting hypersecretion of corticosterone during psychological stress may induce a prolonged feedback inhibition of the HPA axis activity. The attenuation of HPA axis response by prior handling has also obvious methodological implications.

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.

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…

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.

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.

Effects of pretransport handling stress on physiological and behavioral response of ostriches.

PubMed

Bejaei, M; Cheng, K M

2014-05-01

Ostrich (Struthio camelus) production is a relatively young industry and there has been little research on ostrich welfare during pretransport handling and the transportation process. A heavy body with a high center of gravity makes ostriches' handling and transportation problems different from other livestock. The main objective of this study was to investigate the effects of the pretransport holding time duration on ostrich behavior and physiological responses. A second objective was to identify and validate behavioral indicator(s) that could be used to identify stressed birds during pretransport handling. Prior to shipping, twenty-four 2.5-yr-old ostriches were moved into a holding pen. Birds were then individually restrained, hooded, and walked from the holding pen (approximately 12 min/bird) to a sampling pen (visually isolated from the holding pen) where they were weighed and a 10-mL blood sample obtained. A second blood sample was taken from each bird after a 1,100-km transportation. Blood samples were analyzed for concentrations of blood metabolites, enzymes, corticosterone, and white blood cell and differential counts. Behavioral responses and physical damages of ostriches were also recorded before and after transport. Results indicated that birds that spent longer time in the pretransport holding pen had higher pretransport plasma concentrations of aspartate aminotransferase, alanine aminotransferase, sodium, and packed cell volume. Immobile sitting behavior, observed in 5 out of the last 11 birds handled, was positively correlated with higher pretransport handling stress, higher posttransport aspartate aminotransferase, alanine aminotransferase, creatine phosphokinase, and glucose concentrations, and transport losses. Knowledge of pretransport handling impacts on ostrich stress and availability of behavioral indicators (e.g., immobile sitting response) could be used to improve handing processes, thereby decreasing potential weight loss, injury, and

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

Effects of prenatal stress and neonatal handling on anxiety, spatial learning and serotonergic system of male offspring mice.

PubMed

Akatsu, Shigemi; Ishikawa, Chihiro; Takemura, Kaori; Ohtani, Akiko; Shiga, Takashi

2015-12-01

Environmental factors during perinatal period have various effects on behavior. The present study examined the effects of prenatal stress and neonatal handling on anxiety and spatial learning of offspring. Prenatal stress increased anxiety-related behavior of adult offspring, whereas neonatal handling had no effect. In contrast, spatial learning was not affected by prenatal stress, but improved by neonatal handling in both prenatally stressed and non-stressed mice. Next, to elucidate possible brain mechanisms mediating effects of environmental factors on behavior, we focused on serotonin (5-HT) system in the frontal cortex and hippocampus which is involved in anxiety and learning. We examined effects of environmental factors on the mRNA expression of 5-HT1A, 5-HT2A and 5-HT2C receptors in the frontal cortex and hippocampus during postnatal period and adulthood. Both prenatal stress and neonatal handling altered the mRNA expression of 5-HT receptors. These effects were dependent on environmental factors, brain regions and developmental stages. In summary, the present study revealed that prenatal stress and neonatal handling had differential effects on anxiety and spatial learning of offspring, and concomitantly the expression of 5-HT receptors. It was also shown that the effects of prenatal stress on 5-HT system were recovered partially by neonatal handling. Copyright © 2015 Elsevier Ireland Ltd and the Japan Neuroscience Society. All rights reserved.

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…

Teachers' psychological reactions 7 weeks after the 1995 Oklahoma City bombing.

PubMed

Pfefferbaum, Betty; Pfefferbaum, Rose L; Gurwitch, Robin H; Doughty, Debby E; Pynoos, Robert S; Foy, David W; Brandt, Edward N; Reddy, Chandrashekar

2004-07-01

This study assessed teachers' reactions to the Oklahoma City bombing. Peritraumatic reactions, the interaction of media exposure with stress from media coverage, feelings toward the perpetrators, and worry about safety predicted posttraumatic stress. Twenty percent reported difficulty handling demands; 5% sought counseling. Outreach efforts should assess and assist teachers.

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)

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

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…

[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.

How Farm Animals React and Perceive Stressful Situations Such As Handling, Restraint, and Transport

PubMed Central

Grandin, Temple; Shivley, Chelsey

2015-01-01

Simple Summary A common animal welfare question is: how stressful is handling and restraining farm animals for veterinary procedures even when no surgical or invasive procedures are done? It depends on how a particular animal perceives it. For one animal, restraint for an injection may be a positive experience associated with food treats and a different animal may be highly fearful and actively resist being restrained. The animal’s response is highly dependent on both its previous experiences and inherited traits such as temperament. Abstract An animal that has been carefully acclimated to handling may willingly re-enter a restrainer. Another animal may have an intense agitated behavioral reaction or refuse to re-enter the handling facility. Physiological measures of stress such as cortisol may be very low in the animal that re-enters willingly and higher in animals that actively resist restraint. Carefully acclimating young animals to handling and restraint can help improve both productivity and welfare by reducing fear stress. Some of the topics covered in this review are: How an animal perceives handling and restraint, the detrimental effects of a sudden novel event, descriptions of temperament and aversion tests and the importance of good stockmanship. PMID:26633523

[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.

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…

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;…

Do Handling and Transport Stress Influence Adrenocortical Response in the Tortoises (Testudo hermanni)?

PubMed Central

Medica, Pietro; Ferlazzo, Adriana

2014-01-01

The goal of this study was to analyze circulating cortisol levels from tortoises (Testudo hermanni) to establish reference intervals and to develop guidelines for the interpretation of the effect of handling and transport stress. Blood samples were obtained from the caudal venous from 23 healthy juvenile tortoises (9 males and 14 females), aged 8–20 years, in basal condition, four weeks prior to and four weeks following handling and short transportation. The study was carried out on the experimental group: 10 tortoises, 4 males and 6 females, and on a control group: 13 tortoises, 5 males and 8 females. Compared to basal values, circulating cortisol concentrations was higher after handling and transport (+286%; P < 0.001), with an increase of +246% (P < 0.001) in males, +236% (P < 0.005) in females, +370% (P < 0.005) in subjects aged 8–12 years, and +240% (P < 0.001) in subjects aged 13–20 years. These observations support the hypotheses that cortisol may act to mediate the effects of handling and transport stress in this species and that four weeks following handling and transport were insufficient to restore their homeostasis. PMID:24977048

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…

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…

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…

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.

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…

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…

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…

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.

Forage Handling. An Instructional Unit for Teachers of Adult Vocational Education in Agriculture.

ERIC Educational Resources Information Center

Greer, Jerry W.; Iverson, Maynard J.

The unit of instruction is designed for use by teachers in planning and conducting young farmer and adult farmer classes. The purpose of this course is to develop the effective ability of farmers to efficiently handle forages for economic livestock feed on Kentucky farms. The unit is divided into five lessons. The lessons deal with the following…

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).…

[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.

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)

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…

Whole-body cortisol response of zebrafish to acute net handling stress

USGS Publications Warehouse

Ramsay, J.M.; Feist, G.W.; Varga, Z.M.; Westerfield, M.; Kent, M.L.; Schreck, C.B.

2009-01-01

Zebrafish, Danio rerio, are frequently handled during husbandry and experimental procedures in the laboratory, yet little is known about the physiological responses to such stressors. We measured the whole-body cortisol levels of adult zebrafish subjected to net stress and air exposure at intervals over a 24 h period; cortisol recovered to near control levels by about 1 h post-net-stress (PNS). We then measured cortisol at frequent intervals over a 1 h period. Cortisol levels were more than 2-fold higher in net stressed fish at 3 min PNS and continued to increase peaking at 15 min PNS, when cortisol levels were 6-fold greater than the control cortisol. Mean cortisol declined from 15 to 60 min PNS, and at 60 min, net-stressed cortisol was similar to control cortisol. Because the age of fish differed between studies, we examined resting cortisol levels of fish of different ages (3, 7, 13, and 19 months). The resting cortisol values among tanks with the same age fish differed significantly but there was no clear effect of age. Our study is the first to report the response and recovery of cortisol after net handling for laboratory-reared zebrafish. ?? 2009 Elsevier B.V.

Effects of routine handling and tagging procedures on physiological stress responses in juvenile chinook salmon

USGS Publications Warehouse

Sharpe, C.S.; Thompson, D.A.; Blankenship, H.L.; Schreck, C.B.

1998-01-01

Juvenile chinook salmon Oncorhynchus tshawytscha were subjected to handling and tagging protocols typical of normal hatchery operations and monitored for their physiological response to stress. Treatments included coded-wire-tagging, counting, ventral fin clipping, adipose fin clipping, and a procedure simulating a pond split. Treatment fish were also subjected to a standardized stress challenge (1 h confinement) to evaluate their ability to deal with disturbances subsequent to a handling or tagging procedure. Circulating levels of cortisol and glucose were used as indicators of stress. Each of the treatments elicited very similar responses among treatment groups. Cortisol increased from resting levels of about 20 ng/mL to about 90 ng/mL by 1 h poststress and returned to near resting levels by 8 h poststress. Glucose levels increased from 50 mg/dL to about 80 mg/dL by 1 h poststress and remained elevated for much of the experiment. The cortisol and glucose responses to the confinement stress did not differ over time or among treatments. However, the confinement stress results do suggest a small but significant cumulative response, indicating small residual effects of the original handling protocols. No deaths were noted among treatment groups.

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.

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.…

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.

The Special Educator and Job Stress.

ERIC Educational Resources Information Center

Dedrick, Charles V. L.; Raschke, Donna B.

This monograph examines stressors encountered by special educators, ways of coping with professional demands, and reasons why some teachers handle job stress better than others. It is intended to help special education teachers take a more objective look at what they do and identify strategies and techniques to alleviate some job-related stress…

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.…

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

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,…

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…

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…

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…

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.

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…

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)

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.

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…

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…

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.

Mental health of recently resettled refugees from the Middle East in Sweden: the impact of pre-resettlement trauma, resettlement stress and capacity to handle stress.

PubMed

Lindencrona, Fredrik; Ekblad, Solvig; Hauff, Edvard

2008-02-01

The pathways to symptoms of common mental disorder and post-traumatic stress symptoms among refugees during resettlement need to be better specified. We aim to identify models of these different mental health outcomes among refugees during resettlement, taking pre-migration, migration and post-migration stress conditions, a person's capacity to handle such stress and socio-demographic variables into consideration. A new questionnaire developed to better cover resettlement stress, as well as pre-resettlement trauma exposures and different measures of a person's capacity to handle stress, was administered to 124 Middle Eastern refugees that had been granted permanent residency in Sweden only a few months before responding. We found four dimensions of resettlement stress: social and economic strain, alienation, discrimination and status loss and violence and threats in Sweden, that account for 62% of the total variance in resettlement stress. Social and economic strain and alienation are important for explaining symptoms of common mental disorder. In the model of core post-traumatic stress symptoms, pre-resettlement trauma exposure seems to have the strongest impact. A person's capacity to handle stress plays significant, direct and mediating roles in both models. The impact of resettlement stressors in the context of the whole migration process for different mental health outcomes is discussed.

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,…

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…

The Effect of Stress, Attitudes, and Behavior on Safety during Animal Handling in Swedish Dairy Farming.

PubMed

Lindahl, Cecilia; Pinzke, Stefan; Keeling, Linda J; Lundqvist, Peter

2015-01-01

Working with livestock is a hazardous activity, and animals have been found to be the most frequent injury source on dairy farms. Understanding the risk factors for injury and the causal relationships related to injuries and animal handling is important for developing prevention strategies and effective safety interventions. This study examined stress and handler attitude as possible risk factors for animal handling injuries in dairy farming, in particular when moving cows. Twelve dairy farms were visited on two occasions representing different stress levels: when cows were being moved to milking (low stress) and to hoof trimming (high stress). Behavioral observations of handlers and cows were performed, and questionnaires were completed on attitudes (risk acceptance, safety locus of control, and attitudes toward cows) and stress (perceived stress/energy level and job strain). The injury risks were found to be higher when moving cows to hoof trimming compared with moving cows to milking and gentle, moderately forceful, and forceful interactions were more frequently used. When moving cows to milking, observed risk situations were related only to the perceived energy level of the handler. When moving cows to hoof trimming, injury risks were correlated to job strain and time spent in the risk zone (defined as the area where the handler could be hit by the cow's head or hind legs). The time spent in the risk zone was positively correlated with job strain, age, and experience. Attitudes were not found to have significant impact on safety but were to some extent indirectly involved. These results suggest that the main focus in injury reduction work should be on reducing the time the handler spends in close proximity to animals during aversive procedures and on minimizing cow fear and stress by proper handling techniques and appropriate design of handling facilities.

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…

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)

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),…

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…

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…

[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

Reducing Mouse Anxiety during Handling: Effect of Experience with Handling Tunnels

PubMed Central

Gouveia, Kelly; Hurst, Jane L.

2013-01-01

Handling stress is a well-recognised source of variation in animal studies that can also compromise the welfare of research animals. To reduce background variation and maximise welfare, methods that minimise handling stress should be developed and used wherever possible. Recent evidence has shown that handling mice by a familiar tunnel that is present in their home cage can minimise anxiety compared with standard tail handling. As yet, it is unclear whether a tunnel is required in each home cage to improve response to handling. We investigated the influence of prior experience with home tunnels among two common strains of laboratory mice: ICR(CD-1) and C57BL/6. We compared willingness to approach the handler and anxiety in an elevated plus maze test among mice picked up by the tail, by a home cage tunnel or by an external tunnel shared between cages. Willingness to interact with the handler was much greater for mice handled by a tunnel, even when this was unfamiliar, compared to mice picked up by the tail. Once habituated to handling, C57BL/6 mice were most interactive towards a familiar home tunnel, whereas the ICR strain showed strong interaction with all tunnel handling regardless of any experience of a home cage tunnel. Mice handled by a home cage or external tunnel showed less anxiety in an elevated plus maze than those picked up by the tail. This study shows that using a tunnel for routine handling reduces anxiety among mice compared to tail handling regardless of prior familiarity with tunnels. However, as home cage tunnels can further improve response to handling in some mice, we recommend that mice are handled with a tunnel provided in their home cage where possible as a simple practical method to minimise handling stress. PMID:23840458

Reducing mouse anxiety during handling: effect of experience with handling tunnels.

PubMed

Gouveia, Kelly; Hurst, Jane L

2013-01-01

Handling stress is a well-recognised source of variation in animal studies that can also compromise the welfare of research animals. To reduce background variation and maximise welfare, methods that minimise handling stress should be developed and used wherever possible. Recent evidence has shown that handling mice by a familiar tunnel that is present in their home cage can minimise anxiety compared with standard tail handling. As yet, it is unclear whether a tunnel is required in each home cage to improve response to handling. We investigated the influence of prior experience with home tunnels among two common strains of laboratory mice: ICR(CD-1) and C57BL/6. We compared willingness to approach the handler and anxiety in an elevated plus maze test among mice picked up by the tail, by a home cage tunnel or by an external tunnel shared between cages. Willingness to interact with the handler was much greater for mice handled by a tunnel, even when this was unfamiliar, compared to mice picked up by the tail. Once habituated to handling, C57BL/6 mice were most interactive towards a familiar home tunnel, whereas the ICR strain showed strong interaction with all tunnel handling regardless of any experience of a home cage tunnel. Mice handled by a home cage or external tunnel showed less anxiety in an elevated plus maze than those picked up by the tail. This study shows that using a tunnel for routine handling reduces anxiety among mice compared to tail handling regardless of prior familiarity with tunnels. However, as home cage tunnels can further improve response to handling in some mice, we recommend that mice are handled with a tunnel provided in their home cage where possible as a simple practical method to minimise handling stress.

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)

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.…

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.

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…

Body temperature responses to handling stress in wintering Black-capped Chickadees (Poecile atricapillus L.).

PubMed

Lewden, Agnès; Nord, Andreas; Petit, Magali; Vézina, François

2017-10-01

Body temperature variation in response to acute stress is typically characterized by peripheral vasoconstriction and a concomitant increase in core body temperature (stress-induced hyperthermia). It is poorly understood how this response differs between species and within individuals of the same species, and how it is affected by the environment. We therefore investigated stress-induced body temperature changes in a non-model species, the Black-capped Chickadee, in two environmental conditions: outdoors in low ambient temperature (mean: -6.6°C), and indoors, in milder ambient temperature close to thermoneutrality (mean: 18.7°C). Our results show that the change in body temperature in response to the same handling stressor differs in these conditions. In cold environments, we noted a significant decrease in core body temperature (-2.9°C), whereas the response in mild indoor conditions was weak and non-significant (-0.6°C). Heat loss in outdoor birds was exacerbated when birds were handled for longer time. This may highlight the role of behavioral thermoregulation and heat substitution from activity to body temperature maintenance in harsh condition. Importantly, our work also indicates that changes in the physical properties of the bird during handling (conductive cooling from cold hands, decreased insulation from compression of plumage and prevention of ptiloerection) may have large consequences for thermoregulation. This might explain why females, the smaller sex, lost more heat than males in the experiment. Because physiological and physical changes during handling may carry over to affect predation risk and maintenance of energy balance during short winter days, we advice caution when designing experimental protocols entailing prolonged handling of small birds in cold conditions. Copyright © 2017 Elsevier Inc. All rights reserved.

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…

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)

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…

[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

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.

Feasibility and Preliminary Outcomes of a Yoga and Mindfulness Intervention for School Teachers

ERIC Educational Resources Information Center

Ancona, Matthew R.; Mendelson, Tamar

2014-01-01

Many public school teachers face formidable challenges, including overcrowded classrooms, limited administrative resources, and high numbers of students with behavioral and emotional problems. Mindfulness-based strategies are a potentially promising means of reducing teachers' stress and enhancing their ability to handle job demands effectively.…

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.

[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.

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)

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…

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,…

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…

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

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:…

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…

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,…

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…

Singapore Teachers' Beliefs about the Purpose of Climate Change Education and Student Readiness to Handle Controversy

ERIC Educational Resources Information Center

Seow, Tricia; Ho, Li-Ching

2016-01-01

This qualitative study examines what four pre-service and six practicing geography educators in Singapore schools believe to be the purpose of climate change education, and how this intersects with their beliefs about student readiness to handle controversy within climate change education. A key finding of this study indicates that the teachers'…

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

[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.

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…

Nutritional history does not modulate hepatic oxidative status of European sea bass (Dicentrarchus labrax) submitted to handling stress.

PubMed

Castro, Carolina; Peréz-Jiménez, Amalia; Coutinho, Filipe; Corraze, Geneviève; Panserat, Stéphane; Peres, Helena; Teles, Aires Oliva; Enes, Paula

2018-06-01

The aim of the present study was to assess the impact of an acute handling stress on hepatic oxidative status of European sea bass (Dicentrarchus labrax) juveniles fed diets differing in lipid so urce and carbohydrate content. For that purpose, four diets were formulated with fish oil (FO) and vegetable oils (VO) as lipid source and with 20 or 0% gelatinized starch as carbohydrate source. Triplicate groups of fish with 74 g were fed each diet during 13 weeks and then subjected to an acute handling stress. Stress exposure decreased hematocrit (Ht) and hemoglobin (Hb) levels. Independent of dietary treatment, stress exposure increased hepatic lipid peroxidation (LPO). Stressed fish exhibited lower glucose 6-phosphate dehydrogenase (G6PD), catalase (CAT), and superoxide dismutase (SOD) activities, independent of previous nutritional history. In the VO groups, stress exposure increased glutathione peroxidase (GPX) activity. Diet composition had no effect on Ht and Hb levels. In contrast, dietary carbohydrate decreased hepatic LPO and CAT activity and increased glutathione reductase (GR) and G6PD activities. Dietary lipids had no effect on LPO. Fish fed the VO diets exhibited higher G6PD activity than fish fed the FO diets. In conclusion, dietary carbohydrates contributed to the reduction of oxidative stress in fish. However, under the imposed handling stress conditions, liver enzymatic antioxidant mechanisms were not enhanced, which may explain the overall increased oxidative stress.

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.

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.

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

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.

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…

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

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.

Assessment of Teacher Competencies in Handling Physically Challenged Pupils in Public Primary Schools in Kericho County

ERIC Educational Resources Information Center

Maiwa, Jeniffer Chepkoech; Ngeno, Godfrey

2017-01-01

The process of having inclusive education in Kenya has been very slow for children with special needs yet many of these children are still at home and have attained school going age. The purpose of this study was to assess teacher competencies in handling physically challenged pupils in public primary schools in Kericho County. The study was…

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…

Some physiological consequences of handling stress in the juvenile coho salmon (Oncorhynchus kisutch) and steelhead trout (Salmo gairdneri)

USGS Publications Warehouse

Wedemeyer, Gary

1972-01-01

The stress of handling juvenile coho salmon (Oncorhynchus kisutch) and steelhead trout (Salmo gairdneri) in soft water and in water with added salts was evaluated using blood and tissue chemistry fluctuations as indices of metabolic and endocrine function. Changes in plasma glucose, chloride, calcium, and cholesterol levels indicated that significant osmoregulatory and metabolic dysfunctions can occur and persist for about 24 hr after handling in soft water. Pituitary activation, as judged by lack of interrenal ascorbate depletion, did not occur. Increasing the ambient NaCl and Ca++ levels to about 100 milliosmols and 75–120 ppm, respectively, partially or completely alleviated the hyperglycemia and hypochloremia indicating that the stress of handling had been reduced.

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…

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.…

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.

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…

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).…

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…

Academic Stress in Kindergarten Children.

ERIC Educational Resources Information Center

Wiedey, Linda Brenckman; Lichtenstein, James M.

This research examined stress in the kindergarten in the public school system of North Carolina. A questionnaire was designed to collect information from public school kindergarten teachers concerning seven stressors: (1) academic tasks that students were developmentally unable to handle; (2) death of a close family member or friend; (3) the move…

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)

LEUKOCYTE COPING CAPACITY AS A TOOL TO ASSESS CAPTURE- AND HANDLING-INDUCED STRESS IN SCANDINAVIAN BROWN BEARS (URSUS ARCTOS).

PubMed

Esteruelas, Núria Fandos; Huber, Nikolaus; Evans, Alina L; Zedrosser, Andreas; Cattet, Marc; Palomares, Francisco; Angel, Martine; Swenson, Jon E; Arnemo, Jon M

2016-04-01

Brown bears (Ursus arctos) are often captured and handled for research and management purposes. Although the techniques used are potentially stressful for the animals and might have detrimental and long-lasting consequences, it is difficult to assess their physiological impact. Here we report the use of the leukocyte coping capacity (LCC) technique to quantify the acute stress of capture and handling in brown bears in Scandinavia. In April and May 2012 and 2013, we collected venous blood samples and recorded a range of physiological variables to evaluate the effects of capture and the added impact of surgical implantation or removal of transmitters and sensors. We studied 24 brown bears, including 19 that had abdominal surgery. We found 1) LCC values following capture were lower in solitary bears than in bears in family groups suggesting capture caused relatively more stress in solitary bears, 2) ability to cope with handling stress was better (greater LCC values) in bears with good body condition, and 3) LCC values did not appear to be influenced by surgery. Although further evaluation of this technique is required, our preliminary results support the use of the LCC technique as a quantitative measure of stress.

RNA-seq Analysis of Early Hepatic Response to Handling and Confinement Stress in Rainbow Trout

PubMed Central

Liu, Sixin; Gao, Guangtu; Palti, Yniv; Cleveland, Beth M.; Weber, Gregory M.; Rexroad, Caird E.

2014-01-01

Fish under intensive rearing conditions experience various stressors which have negative impacts on survival, growth, reproduction and fillet quality. Identifying and characterizing the molecular mechanisms underlying stress responses will facilitate the development of strategies that aim to improve animal welfare and aquaculture production efficiency. In this study, we used RNA-seq to identify transcripts which are differentially expressed in the rainbow trout liver in response to handling and confinement stress. These stressors were selected due to their relevance in aquaculture production. Total RNA was extracted from the livers of individual fish in five tanks having eight fish each, including three tanks of fish subjected to a 3 hour handling and confinement stress and two control tanks. Equal amount of total RNA of six individual fish was pooled by tank to create five RNA-seq libraries which were sequenced in one lane of Illumina HiSeq 2000. Three sequencing runs were conducted to obtain a total of 491,570,566 reads which were mapped onto the previously generated stress reference transcriptome to identify 316 differentially expressed transcripts (DETs). Twenty one DETs were selected for qPCR to validate the RNA-seq approach. The fold changes in gene expression identified by RNA-seq and qPCR were highly correlated (R2 = 0.88). Several gene ontology terms including transcription factor activity and biological process such as glucose metabolic process were enriched among these DETs. Pathways involved in response to handling and confinement stress were implicated by mapping the DETs to reference pathways in the KEGG database. Accession Numbers Raw RNA-seq reads have been submitted to the NCBI Short Read Archive under accession number SRP022881. Customized Perl Scripts All customized scripts described in this paper are available from Dr. Guangtu Gao or the corresponding author. PMID:24558395

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…

The Influence of Acute Handling Stress on Some Blood Parameters in Cultured Sea Bream (Sparus Aurata Linnaeus, 1758)

PubMed Central

Fazio, Francesco; Ferrantelli, Vincenzo; Fortino, Gianluca; Giangrosso, Giuseppe; Faggio, Caterina

2015-01-01

The effect of acute handling stress on haematological profile, blood glucose and lactate (secondary stress markers) in cultured sea bream Sparus aurata was evaluated. Sixty six Sparus aurata were used and equally divided into two groups (A and B). Group A was not subjected to stress, Group B was subjected to acute handling stress. From each fish, biometric data and blood samples were collected to evaluate haematological profile, blood glucose and lactate. Unpaired t-test Student was applied to evaluate possible differences in parameters between the two groups. Red blood cells, haematocrit, haemoglobin, white blood cells (WBC), glucose and lactate showed an increase (P<0.05) in Group B compared with Group A, while mean corpuscular volume decreased (P<0.05) in Group B. The results highlight the role of studied parameters in monitoring the stressful conditions of aquaculture production which affect animal welfare and fish products quality. PMID:27800375

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…

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…

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.

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

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…

Ionoregulatory and endocrine responses to disturbed salt and water balance in Mozambique tilapia exposed to confinement and handling stress.

PubMed

Breves, Jason P; Hirano, Tetsuya; Grau, E Gordon

2010-03-01

This study assessed the endocrine and ionoregulatory responses by tilapia (Oreochromis mossambicus) to disturbances of hydromineral balance during confinement and handling. In fresh water (FW), confinement and handling for 0.5, 1, 2 and 6h produced elevations in plasma cortisol and glucose; a reduction in plasma osmolality was observed at 6h. Elevations in plasma prolactins (PRL(177) and PRL(188)) accompanied this fall in osmolality while no effect upon growth hormone (GH) was evident; an increase in insulin-like growth-factor I (IGF-I) occurred at 0.5h. In seawater (SW), confinement and handling increased plasma osmolality and glucose between 0.5 and 6h; no effect on plasma cortisol was seen due to variable control levels. Concurrently, both PRLs were reduced in stressed fish with only transient changes in the GH/IGF-I axis. Next, the branchial expression of Na(+)/K(+)/2Cl(-) cotransporter (NKCC) and Na(+)/Cl(-) cotransporter (NCC) was characterized following confinement and handling for 6h. In SW, NKCC mRNA levels increased in stressed fish concurrently with elevated plasma osmolality and diminished gill Na(+), K(+)-ATPase activity; NCC was unchanged in stressed fish irrespective of salinity. Taken together, PRL and NKCC participate in restoring osmotic balance during acute stress while the GH/IGF-I axis displays only modest responses. Copyright 2009 Elsevier Inc. All rights reserved.

Neonatal handling and environmental enrichment increase the expression of GAP-43 in the hippocampus and promote cognitive abilities in prenatally stressed rat offspring.

PubMed

Zhang, Zhengyu; Zhang, Hua; Du, Baoling; Chen, Zhiqiang

2012-07-26

Neonatal handling and environmental enrichment have been used to aid the treatment and recovery of a diverse variety of brain dysfunctions. However, the underlying mechanism and the effects on cognitive function following neonatal handling and environmental enrichment are still unclear. In this study, we investigated GAP-43 protein levels in the hippocampus of prenatally stressed rat pups by Western blot on postnatal day (P) 10, P20 and P45. The cognitive ability of prenatally stressed rat pups was tested by using the Morris water maze on P45. GAP-43 protein levels were upregulated on P10 in the prenatal restraint stress (RS) group and the prenatal restraint stress plus neonatal handling and environmental enrichment (RE) group compared to the negative control (NC) group. However, the expression of GAP-43 in RS pups was lower on P20 and P45 than that in NC and RE pups. Exposure to prenatal stress prolonged average latency and total swim distance, but neonatal handling and environmental enrichment could reverse the change. Differences were also observed in the selection of search strategies. These results indicate that neonatal handling and environmental enrichment can improve the spatial learning and memory ability of prenatally stressed offspring, and the possible mechanism is the upregulation of GAP-43. Copyright © 2012. Published by Elsevier Ireland Ltd.

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…

[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.

Stress Education Curriculum: Grades 6-12, Middle and High School Levels. Revised Fourth Edition.

ERIC Educational Resources Information Center

Trotter, Jennie C.

Everyone experiences stress; there is no escaping it. This manual is concerned with teaching young people various positive coping skills to help them handle stress in their lives. It is designed to help professionals such as teachers, nurses, school counselors, and youth recreational leaders teach students lessons on stress management. It is…

Economics from a Different Point of View--Good Practice in Teacher Training: How to Handle, Use and Judge External Standardized Tests in Schools

ERIC Educational Resources Information Center

Prieß-Buchheit, Julia

2015-01-01

The Economic Actions in Education training module (EAE) teaches how to handle, use and judge external standardized tests in schools. The EAE programme was implemented in teacher training at the University of Kiel, because teachers are increasingly under external scrutiny and are being held accountable for student and school achievements. The EAE…

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…

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…

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…

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…

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…

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…

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…

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…

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

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…

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);…

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…

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…

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…

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…

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…

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)

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…

Handling and restraint.

PubMed

Donovan, John; Brown, Patricia

2006-07-01

For the safety of the handler and the animal, proper methods for handling and restraining laboratory animals should be followed. Improper handling can result in increased stress and injury to the animal. In addition, the handler risks injury from bite wounds or scratches inflicted when the animal becomes fearful or anxious. By using sure, direct movements with a determined attitude, the animal can be easily handled and restrained. Animals can be restrained either manually or in a plastic restrainer. The protocols in this unit describe handling and manual restraint of mice, rats, hamsters, and rabbits. Alternate protocols describe restraint using the plastic restrainer.

Handling and restraint.

PubMed

Donovan, John; Brown, Patricia

2004-09-01

For the safety of the handler and the animal, proper methods for handling and restraining laboratory animals should be followed. Improper handling can result in increased stress and injury to the animal. In addition, the handler risks injury from bite wounds or scratches inflicted when the animal becomes fearful or anxious. By using sure, direct movements with a determined attitude, the animal can be easily handled and restrained. Animals can be restrained either manually or in a plastic restrainer. The protocols in this unit describe handling and manual restraint of mice, rats, hamsters, and rabbits. Alternate protocols describe restraint using the plastic restrainer.

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…

Quinone-induced protein handling changes: Implications for major protein handling systems in quinone-mediated toxicity

DOE Office of Scientific and Technical Information (OSTI.GOV)

Xiong, Rui; Siegel, David; Ross, David, E-mail: david.ross@ucdenver.edu

2014-10-15

Para-quinones such as 1,4-Benzoquinone (BQ) and menadione (MD) and ortho-quinones including the oxidation products of catecholamines, are derived from xenobiotics as well as endogenous molecules. The effects of quinones on major protein handling systems in cells; the 20/26S proteasome, the ER stress response, autophagy, chaperone proteins and aggresome formation, have not been investigated in a systematic manner. Both BQ and aminochrome (AC) inhibited proteasomal activity and activated the ER stress response and autophagy in rat dopaminergic N27 cells. AC also induced aggresome formation while MD had little effect on any protein handling systems in N27 cells. The effect of NQO1more » on quinone induced protein handling changes and toxicity was examined using N27 cells stably transfected with NQO1 to generate an isogenic NQO1-overexpressing line. NQO1 protected against BQ–induced apoptosis but led to a potentiation of AC- and MD-induced apoptosis. Modulation of quinone-induced apoptosis in N27 and NQO1-overexpressing cells correlated only with changes in the ER stress response and not with changes in other protein handling systems. These data suggested that NQO1 modulated the ER stress response to potentiate toxicity of AC and MD, but protected against BQ toxicity. We further demonstrated that NQO1 mediated reduction to unstable hydroquinones and subsequent redox cycling was important for the activation of the ER stress response and toxicity for both AC and MD. In summary, our data demonstrate that quinone-specific changes in protein handling are evident in N27 cells and the induction of the ER stress response is associated with quinone-mediated toxicity. - Highlights: • Unstable hydroquinones contributed to quinone-induced ER stress and toxicity.« less

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…

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…

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.

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…

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.

Pituitary-adrenocortical adjustments to transport stress in horses with previous different handling and transport conditions

PubMed Central

Fazio, E.; Medica, P.; Cravana, C.; Ferlazzo, and A.

2016-01-01

Aim: The changes of the hypothalamic pituitary adrenal (HPA) axis response to a long distance transportation results in increase of adrenocorticotropic hormone (ACTH) and cortisol levels. The purpose of the study was to quantify the level of short-term road transport stress on circulating ACTH and cortisol concentrations, related to the effect of previous handling and transport experience of horses. Materials and Methods: The study was performed on 56 healthy horses after short-term road transport of 30 km. The horses were divided into four groups, Groups A, B, C, and D, with respect to the handling quality: Good (Groups A and B), bad (Group D), and minimal handling (Group C) conditions. According to the previous transport, experience horses were divided as follows: Horses of Groups A and D had been experienced long-distance transportation before; horses of Groups B and C had been limited experience of transportation. Results: One-way RM-ANOVA showed significant effects of transport on ACTH changes in Groups B and C and on cortisol changes in both Groups A and B. Groups A and B showed lower baseline ACTH and cortisol values than Groups C and D; Groups A and B showed lower post-transport ACTH values than Groups C and D. Groups A, B, and C showed lower post-transport cortisol values than Group D. Only Groups A and B horses have shown an adequate capacity of stress response to transportation. Conclusion: The previous transport experience and quality of handling could influence the HPA axis physiological responses of horses after short-term road transport. PMID:27651674

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.

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…

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,…

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.…

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…

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…

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)

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.

[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.

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.

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…

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…

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…

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.

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…

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.…

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…

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…

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.

Human Handling Promotes Compliant Behavior in Adult Laboratory Rabbits

PubMed Central

Swennes, Alton G; Alworth, Leanne C; Harvey, Stephen B; Jones, Carolyn A; King, Christopher S; Crowell-Davis, Sharon L

2011-01-01

Routine laboratory procedures can be stressful for laboratory animals. We wanted to determine whether human handling of adult rabbits could induce a degree of habituation, reducing stress and facilitating research-related manipulation. To this end, adult New Zealand white rabbits were handled either frequently or minimally. After being handled over 3 wk, these rabbits were evaluated by novel personnel and compared with minimally handled controls. Evaluators subjectively scored the rabbits for their relative compliance or resistance to being scruffed and removed from their cages, being transported to a treatment room, and their behavior at all stages of the exercise. Upon evaluation, handled rabbits scored significantly more compliant than nontreated controls. During evaluation, behaviors that the rabbits displayed when they were approached in their cages and while being handled outside their cages were recorded and compared between study groups. Handled rabbits displayed behavior consistent with a reduction in human-directed fear. This study illustrates the potential for handling to improve compliance in laboratory procedures and reduce fear-related behavior in laboratory rabbits. Such handling could be used to improve rabbit welfare through the reduction of stress and exposure to novel stimuli. PMID:21333162

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…

The Effects of Handling and Anesthetic Agents on the Stress Response and Carbohydrate Metabolism in Northern Elephant Seals

PubMed Central

Champagne, Cory D.; Houser, Dorian S.; Costa, Daniel P.; Crocker, Daniel E.

2012-01-01

Free-ranging animals often cope with fluctuating environmental conditions such as weather, food availability, predation risk, the requirements of breeding, and the influence of anthropogenic factors. Consequently, researchers are increasingly measuring stress markers, especially glucocorticoids, to understand stress, disturbance, and population health. Studying free-ranging animals, however, comes with numerous difficulties posed by environmental conditions and the particular characteristics of study species. Performing measurements under either physical restraint or chemical sedation may affect the physiological variable under investigation and lead to values that may not reflect the standard functional state of the animal. This study measured the stress response resulting from different handling conditions in northern elephant seals and any ensuing influences on carbohydrate metabolism. Endogenous glucose production (EGP) was measured using [6-3H]glucose and plasma cortisol concentration was measured from blood samples drawn during three-hour measurement intervals. These measurements were conducted in weanlings and yearlings with and without the use of chemical sedatives—under chemical sedation, physical restraint, or unrestrained. We compared these findings with measurements in adult seals sedated in the field. The method of handling had a significant influence on the stress response and carbohydrate metabolism. Physically restrained weanlings and yearlings transported to the lab had increased concentrations of circulating cortisol (F11, 46 = 25.2, p<0.01) and epinephrine (F3, 12 = 5.8, p = 0.01). Physical restraint led to increased EGP (t = 3.1, p = 0.04) and elevated plasma glucose levels (t = 8.2, p<0.01). Animals chemically sedated in the field typically did not exhibit a cortisol stress response. The combination of anesthetic agents (Telazol, ketamine, and diazepam) used in this study appeared to alleviate a cortisol stress

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…

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…

Neonatal Handling Produces Sex Hormone-Dependent Resilience to Stress-Induced Muscle Hyperalgesia in Rats.

PubMed

Alvarez, Pedro; Green, Paul G; Levine, Jon D

2018-06-01

Neonatal handling (NH) of male rat pups strongly attenuates stress response and stress-induced persistent muscle hyperalgesia in adults. Because female sex is a well established risk factor for stress-induced chronic muscle pain, we explored whether NH provides resilience to stress-induced hyperalgesia in adult female rats. Rat pups underwent NH, or standard (control) care. Muscle mechanical nociceptive threshold was assessed before and after water avoidance (WA) stress, when they were adults. In contrast to male rats, NH produced only a modest protection against WA stress-induced muscle hyperalgesia in female rats. Gonadectomy completely abolished NH-induced resilience in male rats but produced only a small increase in this protective effect in female rats. The administration of the antiestrogen drug fulvestrant, in addition to gonadectomy, did not enhance the protective effect of NH in female rats. Finally, knockdown of the androgen receptor by intrathecal antisense treatment attenuated the protective effect of NH in intact male rats. Together, these data indicate that androgens play a key role in NH-induced resilience to WA stress-induced muscle hyperalgesia. NH induces androgen-dependent resilience to stress-induced muscle pain. Therefore, androgens may contribute to sex differences observed in chronic musculoskeletal pain and its enhancement by stress. Copyright © 2018 The American Pain Society. Published by Elsevier Inc. All rights reserved.

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

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…

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…

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.

RNA-seq analysis of the head-kidney transcriptome response to handling-stress in the red cusk-eel (Genypterus chilensis).

PubMed

Aballai, Víctor; Aedo, Jorge E; Maldonado, Jonathan; Bastias-Molina, Macarena; Silva, Herman; Meneses, Claudio; Boltaña, Sebastian; Reyes, Ariel; Molina, Alfredo; Valdés, Juan Antonio

2017-12-01

Stress is a primary contributing factor of fish disease and mortality in aquaculture. We have previously reported that the red cusk-eel (Genypterus chilensis), an important farmed marine fish, demonstrates a handling-stress response that results in increased juvenile mortality, which is mainly associated with skeletal muscle atrophy and liver steatosis. To better understand the systemic effects of stress on red cusk-eel immune-related gene expression, the present study assessed the transcriptomic head-kidney response to handling-stress. The RNA sequencing generated a total of 61,655,525 paired-end reads from control and stressed conditions. De novo assembly using the CLC Genomic Workbench produced 86,840 transcripts and created a reference transcriptome with a N50 of 1426bp. Reads mapped onto the assembled reference transcriptome resulted in the identification of 569 up-regulated and 513 down-regulated transcripts. Gene ontology enrichment analysis revealed a significant up-regulation of the biological processes, like response to stress, response to biotic stimulus, and immune response. Conversely, a significant down-regulation of biological processes is associated with metabolic processes. These results were validated by RT-qPCR analysis for nine candidate genes involved in the immune response. The present data demonstrated that short term stress promotes the immune innate response in the marine teleost G. chilensis. This study is an important step towards understanding the immune adaptive response to stress in non-model teleost species. Copyright © 2017 Elsevier Inc. All rights reserved.

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.

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…

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…

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…

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…

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…

[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.

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.

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…

Dendritic morphology of amygdala and hippocampal neurons in more and less predator stress responsive rats and more and less spontaneously anxious handled controls

PubMed Central

Adamec, Robert; Hebert, Mark; Blundell, Jacqueline; Mervis, Ronald F.

2013-01-01

We investigated the neurobiological bases of variation in response to predator stress (PS). Sixteen days after treatment (PS or handling), rats were grouped according to anxiety in the elevated plus maze (EPM). Acoustic startle was also measured. We examined the structure of dendritic trees of basolateral amygdala (BLA) output neurons (stellate and pyramidal cells) and of dorsal hippocampal (DHC) dentate granule cells of less anxious (LA) and more (extremely) anxious (MA) stressed animals (PSLA and PSMA). Handled controls (HC) which were less anxious (HCLA) and spontaneously more anxious (HCMA) equivalently to predator stressed subgroups were also studied. Golgi analysis revealed BLA output neurons of HCMA rats exhibited longer, more branched dendrites with higher spine density than the other groups of rats, which did not differ. Finally, spine density of DHC granule cells was equally depressed in HCMA and PSMA rats relative to HCLA and PSLA rats. Total dendritic length of BLA pyramidal and stellate cells (positive predictor) and DHC spine density (negative predictor) together accounted for 96% of the variance of anxiety of handled rats. DHC spine density was a negative predictor of PSMA and PSLA anxiety, accounting for 70% of the variance. Data are discussed in the context of morphological differences as phenotypic markers of a genetic predisposition to anxiety in handled controls, and a possible genetic vulnerability to predator stress expressed as reduced spine density in the DHC. Significance of findings for animal models of anxiety and hyperarousal comorbidities of PTSD are discussed. PMID:21925210

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…

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)

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.

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.

The onset of stress response in rainbow trout Oncorhynchus mykiss embryos subjected to density and handling.

PubMed

Ghaedi, Gholamreza; Falahatkar, Bahram; Yavari, Vahid; Sheibani, Mohammad T; Broujeni, Gholamreza Nikbakht

2015-04-01

The present study made an attempt to measure the cortisol content, as an indicator of stress response, in rainbow trout embryos which were exposed to different densities and handling stress (air exposure) during incubation. The three densities of experimental embryos at early development stages were considered as 2.55 embryos/cm(2) (low density), 5.10 embryos/cm(2) (normal density) and 7.65 embryos/cm(2) (high density). The cortisol content of eggs (5.09 ± 0.12 ng/g) decreased to 3.68 ± 0.14 ng/g in newly fertilized eggs. Resting level of cortisol dropped at three densities by day 18 of post fertilization. Then, cortisol increased at hatching stage to 1.16 ± 0.11, 1.20 ± 0.12 and 1.21 ± 0.14 ng/g at low, normal and high densities, respectively. There were no statistically significant differences between cortisol concentrations in three densities. The acute handling stress test (5-min out-of-water), conducted on embryos (48 h post fertilization, organogenesis and eyed stage) in three densities, revealed no differences in whole-body cortisol levels between stressed and unstressed experimental groups. At hatching stage in low-density group, level of cortisol increased but the difference with the pre-stress levels was not statistically significant. Furthermore, significant differences in cortisol levels of stressed and unstressed embryos were detected on hatching in normal and high density groups [1.20 ± 0.12 at time 0-1.49 ± 0.11 ng/g at 1 hps (hours post stress) and from 1.21 ± 0.14 at time 0 to 1.53 ± 0.10 ng/g at 3 hps, respectively]. The results showed no difference in profile of cortisol in different densities, but acute stress conducted on embryos, incubated in different densities, revealed differences in cortisol stress response at hatching between normal and high density, which lead to cortisol increase at hatching time. It indicates that the lag time in the cortisol response to stressors immediately after hatching does not occur when the siblings

[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

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…

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…

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.

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

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…

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,…

Impacts of individual animal response to heat and handling stresses on Escherichia coli and E. coli O157:H7 fecal shedding by feedlot cattle.

PubMed

Brown-Brandl, Tami M; Berry, Elaine D; Wells, James E; Arthur, Terrance M; Nienaber, John A

2009-09-01

The reduction of foodborne pathogens in cattle destined for human consumption will require knowledge of the factors that impact the carriage and shedding of these organisms. The objective of this work was to investigate the effects of heat and handling stress levels on the fecal shedding of Escherichia coli O157:H7 and generic E. coli by feedlot cattle. In year 1, 128 feedlot heifers were evaluated for heat tolerance five times per week during the 84-day finishing period from May through August. Heat stress measurements included respiration rate, panting score, and visual assessments. In year 2, panting scores were taken for a group of 256 finishing feedlot heifers on days in July and August for which the temperature humidity index (THI) was predicted to be in the "emergency" category (THI > or = 84). For both years, animals were weighed and temperament scored to assess handling stress on a 28-day schedule. At the same time, rectal fecal samples were collected from each animal individually. The presence and concentrations of E. coli O157:H7 and concentrations of generic E. coli in feces were determined. There were no clear trends between the heat stress levels or temperament scores (as an indicator of response to handling) with either fecal generic E. coli concentrations or E. coli O157:H7 concentrations or prevalence in feces, indicating that neither heat nor handling stress contributes to the food safety risk associated with E. coli O157:H7-positive cattle.

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…

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…

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…

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…

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…

"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)

Providing teachers with education on epilepsy increased their willingness to handle acute seizures in children from one to 10 years of age.

PubMed

Dumeier, Henriette Karoline; Neininger, Martina Patrizia; Bernhard, Matthias Karl; Merkenschlager, Andreas; Kiess, Wieland; Bertsche, Thilo; Bertsche, Astrid

2017-11-01

In Germany, preschool teachers supervise children up to six years of age and are also responsible for supervising older pupils after school. This study explored the impact of a teaching session on epilepsy for teachers in charge of children from 1 to 10 years of age. We evaluated the benefit of a teaching session offered to all preschool teachers in Leipzig, Germany, in 2014-2015, by asking them to complete the same questionnaire 12-24 months pre-intervention, and 12 months postintervention. Both questionnaires were completed by 123 teachers. The number of teachers who felt they were prepared to handle an acute seizure rose from 36 (29%) pre-intervention to 65 (53%) post-intervention (p < 0.001) and their willingness to administer a prescribed rescue medication rose from 66 (54%) to 93 (76%, p < 0.001). The session also increased the number of teachers who were prepared to take children with epilepsy on excursions under any circumstance from 38 (31%) to 52 (42%, p < 0.05). In addition, the number of teachers who would place a solid object in the child's mouth during an attack fell from 16 (13%) to seven (6%) (p < 0.05). Providing a teaching session on epilepsy increased the teachers' knowledge and willingness to act and reduced obsolete, counterproductive measures. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

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'.

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.

Preliminary study of gill NA+,K+-ATPase activity in juvenile spring chinook salmon following electroshock or handling stress

USGS Publications Warehouse

VanderKooi, S.P.; Gale, William L.; Maule, A.G.

2000-01-01

We compared gill Na+,K+-ATPase in subyearling and yearling spring chinook salmon Oncorhynchus tshawytscha 3 h, 24 h, and 7 d after exposure to either a short pulsed DC electroshock (300 V, 50 Hz, 8-ms pulse duration) or an acute handling stress. Mean gill Na+,K+-ATPase values ranged from 7.5 to 11.8 ??mol inorganic phosphate (Pi) ?? (mg protein)-1 ?? h-1. No significant differences were detected, with the exception of electroshocked subyearlings 7 d after treatment. Increased activity was attributed to the presence of two influential values. No significant differences were detected after removal of these observations, so the increase was not considered biologically significant. Inclusion of the outliers did not alter our interpretation of the results given that the observed increase was slight compared with the magnitude of changes reported under experimental conditions and in migrating juvenile salmonids. The treatment groups underwent a typical stress response and had significantly elevated cortisol and glucose levels 3 h after treatment. Recovery to control levels occurred within 24 h for cortisol and from 24 h to 7 d for glucose. Our results lead to the conclusion that neither acute electroshock nor acute handling stress alters Na+,K+-ATPase activity in juvenile spring chinook salmon.

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…

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…

Neonatal handling prevents the effects of phencyclidine in an animal model of negative symptoms of schizophrenia.

PubMed

Tejedor-Real, Purificación; Sahagún, Mar; Biguet, Nicole Faucon; Mallet, Jacques

2007-04-01

Environmental factors during the neonatal period have long-lasting effects on the brain. Neonatal handling, an early mild stress, enhances the ability to cope with stress in adult rats. In humans, inappropriate stress responses increase the risk of schizophrenia in genetically predisposed individuals. We studied the effect of neonatal handling on the phencyclidine (PCP)-induced immobility time of rats in the forced swimming test (FST, an animal model of negative symptoms of schizophrenia) and on plasma adrenocorticotropic hormone (ACTH) as a measure of hypothalamic-pituitary-adrenal axis (HPA) reactivity. Pups were removed from their mothers 15 min/21 days after birth. Postnatal day 65: animals were submitted to restraint stress. Postnatal day 75: after PCP treatment (5 mg/kg/5 days) animals were submitted to the FST. Neonatal handling reduced HPA reactivity to passive stress (restraint) but not to active coping stress (forced swimming). Immobilization time was significantly lower in saline- and PCP-treated, handled animals than in non-handled ones. Handling prevented the ACTH increase induced by PCP that was observed in the non-handled rats after FST. First, neonatal handling protects animals from acquiring the schizophrenic-like behavior provoked by sub-chronic PCP treatment, which was associated with a reduced HPA activity. Second, the beneficial properties of handling in stress responses seem to depend on the type of stress.

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…

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…

Hormone-injected gravid channel catfish held in individual mesh bag reduces handling stress and improves reproductive performance in hatcheries

USDA-ARS?s Scientific Manuscript database

This study compared holding hormone-injected female channel catfish in soft-mesh bags to communally held hormone-injected female catfish in a tank as a stress reduction strategy to improve reproductive performance. Fish held in tanks were crowded, handled multiple times to record weight prior to ho...

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)…

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.

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).

AAFP and ISFM feline-friendly handling guidelines.

PubMed

Rodan, Ilona; Sundahl, Eliza; Carney, Hazel; Gagnon, Anne-Claire; Heath, Sarah; Landsberg, Gary; Seksel, Kersti; Yin, Sophia

2011-05-01

The number of pet cats is increasing in most countries, often outnumbering pet dogs, yet cats receive less veterinary care than their canine counterparts.(1) Clients state the difficulty of getting the cat into a carrier at home, driving to the clinic, and dealing with the fearful cat at the veterinary clinic as reasons for fewer visits.(2) Educating and preparing the client and the veterinary team with regard to respectful feline handling is necessary in order to avoid stress and accomplish the goal of good health care. Without such preparation, feline stress may escalate into fear or fear-associated aggression. The resulting stress may alter results of the physical examination and laboratory tests, leading to incorrect diagnoses (eg, diabetes mellitus) and unnecessary treatments.(3-5) Without compassionate and respectful handling by the veterinary team, clients may feel the team lacks skills and compassion, or does not understand cats. Injury may occur to the cat, client and/or veterinary team.(6) Clients who want to avoid stress for their cat may avoid veterinary visits or choose another practice instead. The use of feline-friendly handling techniques should reduce these problems. Handling is most successful when the veterinary team adapts the approach to each individual cat and situation. The goal of these guidelines is to provide useful information for handling cats that can lead to: ✜ Reduced fear and pain for the cat. ✜ Reinforced veterinarian-client-cat bond, trust and confidence, and thus better lifelong medical care for the cat. ✜ Improved efficiency, productivity and job satisfaction for the veterinary team. ✜ Increased client compliance. ✜ Timely reporting and early detection of medical and behavioral concerns. ✜ Fewer injuries to clients and the veterinary team. ✜ Reduced anxiety for the client. Copyright © 2011 Elsevier Inc. All rights reserved.

The breeding season duration hypothesis: acute handling stress and total plasma concentrations of corticosterone and androgens in male and female striped plateau lizards (Sceloporus virgatus).

PubMed

Hews, D K; Abell Baniki, A J

2013-10-01

Acute glucocorticoid elevations can be adaptations to short-term stressors. The breeding season hypothesis predicts reduced glucocorticoid responsiveness to acute stressors in populations or species with short breeding seasons. The striped plateau lizard (Sceloporus virgatus) has a short breeding season in Arizona. We measured plasma corticosterone and total androgen levels (dihydrotestosterone and testosterone) following one of the four stress-handling treatments (0, 10, 60, or 180 min). In both sexes, longer handling stress yielded higher corticosterone; females had higher corticosterone than males at all time points. Androgens did not vary with handling duration, in either sex. Combining treatments, plasma androgens correlated positively with corticosterone (CORT) in females but not in males; plasma CORT and body mass residuals were negatively correlated in both sexes, suggesting lizards in poor body condition and/or not investing heavily in reproduction (follicle mass) have higher acute corticosterone. Total plasma androgens and body mass residuals were positively associated in males, but showed no association in females. The maximal CORT elevation after handling stress in this single-clutching species was of comparable magnitude to responses in related multi-clutching lizard species with longer breeding seasons. Using data from studies of multiple populations of three Sceloporus species, we found no relationship between the relative magnitude of the CORT increase and either latitude or elevation, two variables in the literature correlated with duration of the breeding season, and only weak relationships with geographic elevation and actual (not relative) stress-elevated CORT values in this multi-population comparison.

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

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…

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…

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…

Physiological effects of potassium chloride, formalin and handling stress on bonytail

USGS Publications Warehouse

Sykes, Catherine L.; Caldwell, Colleen A.; Gould, William R.

2011-01-01

We characterized the sublethal physiological changes in bonytail Gila elegans subjected to consecutive 750-mg/L potassium chloride (KCl) and 25-mg/L formalin treatments for the removal of zebra mussel Dreissena polymorpha and quagga mussel D. bugensis veligers. Plasma cortisol, glucose, and osmolality were measured over 24 h and at 14 d posthandling after exposing bonytail to KCl and one net stressor (capture with a net), KCl plus formalin and two net stressors, and one or two net stressors without chemicals. Elevated plasma cortisol (322–440 ng/mL) and glucose (254–399 mg/dL) concentrations were observed in all treatments compared with the concentrations in control fish (plasma cortisol, 56 ng/mL; glucose, 43 mg/dL). While there were no detectable differences in plasma osmolality among the treatment and control fish, a difference was observed between fish that were handled once versus twice. Chemical effects of stress were not observed in any of the physiological responses when the KCl treatment was compared with the one-net stressor treatment or when the KCl plus formalin treatment was compared with the two-net stressor treatment. Cumulative responses, however, were observed between one net stressor and two net stressors for plasma glucose and osmolality but not for plasma cortisol. Plasma cortisol and glucose levels remained elevated at 24 h posthandling, indicating that bonytail had not completely recovered from the handling stressors and would benefit from a recovery period in protected refugia before being released.

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.

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…

Daily acclimation handling does not affect hippocampal long-term potentiation or cause chronic sleep deprivation in mice.

PubMed

Vecsey, Christopher G; Wimmer, Mathieu E J; Havekes, Robbert; Park, Alan J; Perron, Isaac J; Meerlo, Peter; Abel, Ted

2013-04-01

Gentle handling is commonly used to perform brief sleep deprivation in rodents. It was recently reported that daily acclimation handling, which is often used before behavioral assays, causes alterations in sleep, stress, and levels of N-methyl-D-aspartate receptor subunits prior to the actual period of sleep deprivation. It was therefore suggested that acclimation handling could mediate some of the observed effects of subsequent sleep deprivation. Here, we examine whether acclimation handling, performed as in our sleep deprivation studies, alters sleep/wake behavior, stress, or forms of hippocampal synaptic plasticity that are impaired by sleep deprivation. Adult C57BL/6J mice were either handled daily for 6 days or were left undisturbed in their home cages. On the day after the 6(th) day of handling, long-term potentiation (LTP) was induced in hippocampal slices with spaced four-train stimulation, which we previously demonstrated to be impaired by brief sleep deprivation. Basal synaptic properties were also assessed. In three other sets of animals, activity monitoring, polysomnography, and stress hormone measurements were performed during the 6 days of handling. Daily gentle handling alone does not alter LTP, rest/activity patterns, or sleep/wake architecture. Handling initially induces a minimal stress response, but by the 6(th) day, stress hormone levels are unaltered by handling. It is possible to handle mice daily to accustom them to the researcher without causing alterations in sleep, stress, or synaptic plasticity in the hippocampus. Therefore, effects of acclimation handling cannot explain the impairments in signaling mechanisms, synaptic plasticity, and memory that result from brief sleep deprivation.

Changes in Selected Biochemical Indices Resulting from Various Pre-sampling Handling Techniques in Broilers

PubMed Central

2011-01-01

Background Since it is not yet clear whether it is possible to satisfactorily avoid sampling-induced stress interference in poultry, more studies on the pattern of physiological response and detailed quantification of stress connected with the first few minutes of capture and pre-sampling handling in poultry are required. This study focused on detection of changes in the corticosterone level and concentrations of other selected biochemical parameters in broilers handled in two different manners during blood sampling (involving catching, carrying, restraint, and blood collection itself) that lasted for various time periods within the interval 30-180 seconds. Methods Stress effects of pre-sampling handling were studied in a group (n = 144) of unsexed ROSS 308 broiler chickens aged 42 d. Handling (catching, carrying, restraint, and blood sampling itself) was carried out in a gentle (caught, held and carried carefully in an upright position) or rough (caught by the leg, held and carried with lack of care in inverted position) manner and lasted for 30 s, 60 s, 90 s, 120 s, 150 s, and 180 s. Plasma corticosterone, albumin, glucose, cholesterol, lactate, triglycerides and total protein were measured in order to assess the stress-induced changes to these biochemical indices following handling in the first few minutes of capture. Results Pre-sampling handling in a rough manner resulted in considerably higher plasma concentrations of all biochemical indices monitored when compared with gentle handling. Concentrations of plasma corticosterone after 150 and 180 s of handling were considerably higher (P < 0.01) than concentrations after 30-120 s of handling regardless of handling technique. Concentrations of plasma lactate were also increased by prolonged handling duration. Handling for 90-180 seconds resulted in a highly significant elevation of lactate concentration in comparison with 30 s handling regardless of handling technique. Similarly to corticosterone concentrations

Changes in selected biochemical indices resulting from various pre-sampling handling techniques in broilers.

PubMed

Chloupek, Petr; Bedanova, Iveta; Chloupek, Jan; Vecerek, Vladimir

2011-05-13

Since it is not yet clear whether it is possible to satisfactorily avoid sampling-induced stress interference in poultry, more studies on the pattern of physiological response and detailed quantification of stress connected with the first few minutes of capture and pre-sampling handling in poultry are required. This study focused on detection of changes in the corticosterone level and concentrations of other selected biochemical parameters in broilers handled in two different manners during blood sampling (involving catching, carrying, restraint, and blood collection itself) that lasted for various time periods within the interval 30-180 seconds. Stress effects of pre-sampling handling were studied in a group (n = 144) of unsexed ROSS 308 broiler chickens aged 42 d. Handling (catching, carrying, restraint, and blood sampling itself) was carried out in a gentle (caught, held and carried carefully in an upright position) or rough (caught by the leg, held and carried with lack of care in inverted position) manner and lasted for 30 s, 60 s, 90 s, 120 s, 150 s, and 180 s. Plasma corticosterone, albumin, glucose, cholesterol, lactate, triglycerides and total protein were measured in order to assess the stress-induced changes to these biochemical indices following handling in the first few minutes of capture. Pre-sampling handling in a rough manner resulted in considerably higher plasma concentrations of all biochemical indices monitored when compared with gentle handling. Concentrations of plasma corticosterone after 150 and 180 s of handling were considerably higher (P < 0.01) than concentrations after 30-120 s of handling regardless of handling technique. Concentrations of plasma lactate were also increased by prolonged handling duration. Handling for 90-180 seconds resulted in a highly significant elevation of lactate concentration in comparison with 30 s handling regardless of handling technique. Similarly to corticosterone concentrations, a strong positive

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…

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…

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…

Daily Acclimation Handling Does Not Affect Hippocampal Long-Term Potentiation or Cause Chronic Sleep Deprivation in Mice

PubMed Central

Vecsey, Christopher G.; Wimmer, Mathieu E. J.; Havekes, Robbert; Park, Alan J.; Perron, Isaac J.; Meerlo, Peter; Abel, Ted

2013-01-01

Study Objectives: Gentle handling is commonly used to perform brief sleep deprivation in rodents. It was recently reported that daily acclimation handling, which is often used before behavioral assays, causes alterations in sleep, stress, and levels of N-methyl-D-aspartate receptor subunits prior to the actual period of sleep deprivation. It was therefore suggested that acclimation handling could mediate some of the observed effects of subsequent sleep deprivation. Here, we examine whether acclimation handling, performed as in our sleep deprivation studies, alters sleep/wake behavior, stress, or forms of hippocampal synaptic plasticity that are impaired by sleep deprivation. Design: Adult C57BL/6J mice were either handled daily for 6 days or were left undisturbed in their home cages. On the day after the 6th day of handling, long-term potentiation (LTP) was induced in hippocampal slices with spaced four-train stimulation, which we previously demonstrated to be impaired by brief sleep deprivation. Basal synaptic properties were also assessed. In three other sets of animals, activity monitoring, polysomnography, and stress hormone measurements were performed during the 6 days of handling. Results: Daily gentle handling alone does not alter LTP, rest/activity patterns, or sleep/wake architecture. Handling initially induces a minimal stress response, but by the 6th day, stress hormone levels are unaltered by handling. Conclusion: It is possible to handle mice daily to accustom them to the researcher without causing alterations in sleep, stress, or synaptic plasticity in the hippocampus. Therefore, effects of acclimation handling cannot explain the impairments in signaling mechanisms, synaptic plasticity, and memory that result from brief sleep deprivation. Citation: Vecsey CG; Wimmer MEJ; Havekes R; Park AJ; Perron IJ; Meerlo P; Abel T. Daily acclimation handling does not affect hippocampal long-term potentiation or cause chronic sleep deprivation in mice. SLEEP 2013

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…

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…

Differential neuroendocrine responses to chronic variable stress in adult Long Evans rats exposed to handling-maternal separation as neonates.

PubMed

Ladd, Charlotte O; Thrivikraman, K V; Huot, Rebecca L; Plotsky, Paul M

2005-07-01

Burgeoning evidence supports a preeminent role for early- and late-life stressors in the development of physio- and psychopathology. Handling-maternal separation (HMS) in neonatal Long Evans hooded rats leads to stable phenotypes ranging from resilient to vulnerable to later stressor exposure. Handling with 180 min of maternal separation yields a phenotype of stress hyper-responsiveness associated with facilitation of regional CRF neurocircuits and glucocorticoid resistance. This study assessed whether or not prolonged HMS (180 min/day, HMS180) on post-natal days 2-14 sensitizes the adult limbic hypothalamo-pituitary-adrenal (LHPA) axis to chronic variable stress (CS) compared to brief HMS (15 min/day, HMS15). We examined regional mRNA densities of corticotropin-releasing factor (CRF), its receptor CRF1, glucocorticoid receptor (GR), and mineralocorticoid receptor (MR); regional CRF1 and CRF2alpha binding, and pituitary-adrenal responses to an acute air-puff startle (APS) stressor in four groups: HMS15, nonstressed; HMS15, stressed; HMS180, nonstressed; HMS180, stressed. As expected we observed exaggerated pituitary-adrenal responses to APS, increased regional CRF mRNA density, decreased regional CRF1 binding, and decreased cortical GR mRNA density in nonstressed HMS180 vs. HMS15 animals. However, in contrast to our hypothesis, CS decreased pituitary-adrenal reactivity and central amygdala CRF mRNA density in HMS180 rats, while increasing cortical GR mRNA density and CRF1 binding. CS had no effect on the pituitary-adrenal response to APS in HMS15 rats, despite tripling hypothalamic paraventricular CRF mRNA density. The data suggest that many effects of prolonged HMS are reversible in adulthood by CS, while the neuroendocrine adaptations imbued by brief HMS are sufficiently stable to restrain pituitary-adrenal stress responses even following CS.

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…

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…

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,…

The effects of pilot stress factors on handling quality assessments during US/German helicopter agility flight tests

NASA Technical Reports Server (NTRS)

Pausder, H. J.; Gerdes, R. M.

1982-01-01

Flight tests were conducted with two helicopters to study and evaluate the effects of helicopter characteristics and pilot and task demands on performance in nap-of-the-Earth flight. Different, low-level slalom courses were set up and were flown by three pilots with different levels of flight experience. A pilot rating questionnaire was used to obtain redundant information and to gain more insight into factors that influence pilot ratings. The flight test setups and procedures are described, and the pilot ratings are summarized and interpreted in close connection with the analyzed test data. Pilot stress is discussed. The influence of demands on the pilot, of the helicopter characteristics, and of other stress factors are outlined with particular emphasis on how these factors affect handling-qualities assessment.

Gene expression during different periods of the handling-stress response in Pampus argenteus

NASA Astrophysics Data System (ADS)

Sun, Peng; Tang, Baojun; Yin, Fei

2017-11-01

Common aquaculture practices subject fish to a variety of acute and chronic stressors. Such stressors are inherent in aquaculture production but can adversely affect survival, growth, immune response, reproductive capacity, and behavior. Understanding the biological mechanisms underlying stress responses helps with methods to alleviate the negative effects through better aquaculture practices, resulting in improved animal welfare and production efficiency. In the present study, transcriptome sequencing of liver and kidney was performed in silver pomfret (Pampus argenteus) subjected to handling stress versus controls. A total of 162.19 million clean reads were assembled to 30 339 unigenes. The quality of the assembly was high, with an N50 length of 2 472 bases. For function classification and pathway assignment, the unigenes were categorized into three GO (gene ontology) categories, twenty-six clusters of eggNOG (evolutionary genealogy of genes: non-supervised orthologous groups) function categories, and thirty-eight KEGG (Kyoto Encyclopedia of Genes and Genomes) pathways. Stress affected different functional groups of genes in the tissues studied. Differentially expressed genes were mainly involved in metabolic pathways (carbohydrate metabolism, lipid metabolism, amino-acid metabolism, uptake of cofactors and vitamins, and biosynthesis of other secondary metabolites), environmental information processing (signaling molecules and their interactions), organismal systems (endocrine system, digestive system), and disease (immune, neurodegenerative, endocrine and metabolic diseases). This is the first reported analysis of genome-wide transcriptome in P. argenteus, and the findings expand our understanding of the silver pomfret genome and gene expression in association with stress. The results will be useful to future analyses of functional genes and studies of healthy artificial breeding in P. argenteus and other related fish species.

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

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…

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,…

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…

The effects of pilot stress factors on handling quality assessments during US/German helicopter agility flight tests

NASA Technical Reports Server (NTRS)

Pausder, H.-J.; Gerdes, R. M.

1982-01-01

Flight tests were conducted with two helicopters to study and evaluate the effects of helicopter characteristics and pilot and task demands on performance in nap-of-the-earth flight. Different, low-level slalom courses were set up and were flown by three pilots with different levels of flight experience. A pilot rating questionnaire was used to obtain redundant information and to gain more insight into factors that influence pilot ratings. The flight test setups and procedures are described, and the pilot ratings are summarized and interpreted in close connection with the analyzed test data. Pilot stress is discussed. The influence of demands on the pilot, of the helicopter characteristics, and of other stress factors are outlined with particular emphasis on how these factors affect handling-qualities assessment. Previously announced in STAR as N83-13114

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

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.

The Unauthorized Teacher's Survival Guide.

ERIC Educational Resources Information Center

Warner, Jack; And Others

This volume offers 14 chapters of practical advice for teachers on how to handle the demands of their profession and how to avoid burnout during their career. The chapters are: (1) "Fitting in with the Staff" (teachers, administrators, staff, aides, resource teachers, librarians or media specialists, professional help, school board, nurse); (2)…

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.

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.

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…

mRNA-seq reveals skeletal muscle atrophy in response to handling stress in a marine teleost, the red cusk-eel (Genypterus chilensis).

PubMed

Aedo, Jorge E; Maldonado, Jonathan; Aballai, Víctor; Estrada, Juan M; Bastias-Molina, Macarena; Meneses, Claudio; Gallardo-Escarate, Cristian; Silva, Herman; Molina, Alfredo; Valdés, Juan A

2015-12-01

Fish reared under intensive conditions are repeatedly exposed to stress, which negatively impacts growth. Although most fish follow a conserved pattern of stress response, with increased concentrations of cortisol, each species presents specificities in the cell response and stress tolerance. Therefore, culturing new species requires a detailed knowledge of these specific responses. The red cusk-eel (Genypterus chilensis) is a new economically important marine species for the Chilean aquaculture industry. However, there is no information on the stress- and cortisol-induced mechanisms that decrease skeletal muscle growth in this teleost. Using Illumina RNA-seq technology, skeletal muscle sequence reads for G. chilensis were generated under control and handling stress conditions. Reads were mapped onto a reference transcriptome, resulting in the in silico identification of 785 up-regulated and 167 down-regulated transcripts. Gene ontology enrichment analysis revealed a significant up-regulation of catabolic genes associated with skeletal muscle atrophy. These results were validated by RT-qPCR analysis for ten candidates genes involved in ubiquitin-mediated proteolysis, autophagy and skeletal muscle growth. Additionally, using a primary culture of fish skeletal muscle cells, the effect of cortisol was evaluated in relation to red cusk-eel skeletal muscle atrophy. The present data demonstrated that handling stress promotes skeletal muscle atrophy in the marine teleost G. chilensis through the expression of components of the ubiquitin-proteasome and autophagy-lysosome systems. Furthermore, cortisol was a powerful inductor of skeletal muscle atrophy in fish myotubes. This study is an important step towards understanding the atrophy system in non-model teleost species and provides novel insights on the cellular and molecular mechanisms that control skeletal muscle growth in early vertebrates.

Teaching Positioning and Handling Techniques to Public School Personnel through Inservice Training. Brief Report.

ERIC Educational Resources Information Center

Inge, Katherine J.; Snell, Martha E.

1985-01-01

Two teachers were taught positioning and handling techniques using written task analyses, demonstrations by an occupational therapist, verbal and modeling prompts, corrective feedback, and praise. Training took place in the natural school environment, during school hours, and with students that the teachers taught. A functional relationship…

Correlates of Teachers' Ways of Handling Bullying

ERIC Educational Resources Information Center

Grumm, Mandy; Hein, Sascha

2013-01-01

Aggressive behaviors in schools and bullying behaviors amongst children are a serious problem in the school context. As a consequence of an aggressive atmosphere in the classroom, learning processes are disturbed and children are less likely to experience pleasure when attending school. Teachers face a big challenge as a result. As we know from…

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…

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…

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…

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…

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…

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…

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…

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…

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…

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.

Acute and chronic anxiogenic-like response to fluoxetine in rats in the elevated plus-maze: modulation by stressful handling.

PubMed

Robert, Gabriel; Drapier, Dominique; Bentué-Ferrer, Danièle; Renault, Alain; Reymann, Jean-Michel

2011-07-07

While antidepressants are widely prescribed to humans for the treatment of anxiety, the results achieved with animal anxiety models are conflicting. The experimental procedure and the prior test history of the animals are critical parameters that are largely susceptible to influence the results and their interpretation. We compared the effect of 5mg fluoxetine administered to six groups of rats subjected to the psychopharmacological test of the elevated plus-maze, under experimental conditions designed to demonstrate the effect of handling and one daily injection on the response to fluoxetine. The results show that for animals with the same recent experience, fluoxetine, when administered once or over a period of 15 days, induces anxiogenic-like behaviour. On the other hand, our results also show that stressful handling has an anxiolytic-like effect modulating the anxiogenic-like effect of fluoxetine, without eliminating it altogether. Copyright © 2011 Elsevier B.V. All rights reserved.

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…

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…

Confronting Unsuccessful Practices: Repositioning Teacher Identities in English Education

ERIC Educational Resources Information Center

Vetter, Amy; Hartman, Shana V.; Reynolds, Jeanie M.

2016-01-01

Teacher education programs attempt to prepare preservice teachers for the various challenges faced in the classroom. One particular challenge new teachers face is how to handle unsuccessful practices. This paper argues that confronting ineffective practices require that teachers respond to complex and dynamic challenges, making change difficult…

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.

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

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.

Early life influences on emotional reactivity: evidence that social enrichment has greater effects than handling on anxiety-like behaviors, neuroendocrine responses to stress and central BDNF levels.

PubMed

Cirulli, Francesca; Berry, Alessandra; Bonsignore, Luca Tommaso; Capone, Francesca; D'Andrea, Ivana; Aloe, Luigi; Branchi, Igor; Alleva, Enrico

2010-05-01

During the early post-natal phases the brain is experience-seeking and provided by a considerable plasticity which allows a fine tuning between the external environment and the developing organism. Since the early work of Seymour Levine, an impressive amount of research has clearly shown that stressful experiences exert powerful effects on the brain and body development. These effects can last throughout the entire life span influencing brain function and increasing the risk for depression and anxiety disorders. The mechanisms underlying the effects of early stress on the developing organism have been widely studied in rodents through experimental manipulations of the post-natal environment, such as handling, which have been shown to exert important effects on the emotional phenotype and the response to stress. In the present paper we review the relevant literature and present some original data indicating that, compared to handling, which imposes an external manipulation on the mother-infant relationship, social enrichment, in the form of communal rearing, in mice has very profound effects on animal's emotionality and the response to stress. These effects are also accompanied by important changes in central levels of brain-derived neurotrophic factor. The present data indicate that communal rearing has more pervasive effects than handling, strengthening previous data suggesting that it is a good animal model of reduced susceptibility to depression-like behavior. Overall, the availability of ever more sophisticated animal models represents a fundamental tool to translate basic research data into appropriate interventions for humans raised under traumatic or impoverished situations. (c) 2010 Elsevier Ltd. All rights reserved.

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.…

The social environment influences the behavioural responses of beef cattle to handling.

PubMed

Grignard; Boissy; Boivin; Garel; Le Neindre P

2000-05-05

In cattle, a gregarious species, the social group influences individual stress responses to fear-eliciting situations. As handling can be stressful for farm animals, it can be hypothesised that social partners modify individual responses to handling. The present experiment investigated the effect of the presence or absence of social partners on behavioural reactions of beef calves in a handling test. At the age of 10 months, 38 calves from two breeds (Salers and Limousine) were individually subjected to the docility test, once while in visual contact with four familiar peers, and once in the absence of peers, following a crossover design. The docility test procedure included physical separation from peers (30 s; period 1), exposition to a stationary human (30 s; period 2), and handling by human (30 s-2.5 min, according to the success in handling; period 3). In absence of human (period 1), calves in visual contact with their peers spent more time motionless than when peers were totally absent (P<0.001). The social environment also influenced the duration of handling (period 3); the human required more time to successfully handle calves when peers were present (P<0.05). In conclusion, the presence of peers affects individual calves' reactions to the docility test.

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…

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

Solving Discipline Problems: Strategies for Classroom Teachers.

ERIC Educational Resources Information Center

Wolfgang, Charles H.; Glickman, Carl D.

This book provides classroom teachers with a variety of discipline models, techniques, methods, and constructs designed to enable them to move beyond a singular approach in handling classroom behavior problems. The book first discusses the Teacher Behavior Continuum (TBC) which shows the teacher the context of his or her own general behavior with…

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.

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

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…

The relationship between emotional intelligence competencies and preferred conflict-handling styles.

PubMed

Morrison, Jeanne

2008-11-01

The purpose of this study was to determine if a relationship exists between emotional intelligence (EI) and preferred conflict-handling styles of registered nurses. Conflict cannot be eliminated from the workplace therefore learning appropriate conflict-handling skills is important. Ninety-four registered nurses working in three south Mississippi healthcare facilities participated in this quantitative study. Ninety-two valid sets of data instruments were collected for this study. Higher levels of EI positively correlated with collaborating and negatively with accommodating. The issue of occupational stress and conflict among nurses is a major concern. It is imperative nurses learn how to effectively handle conflict in the work environment. Developing the competencies of EI and understanding how to effectively handle conflict is necessary for nurses working in a highly stressful occupation. Effective leadership management includes conflict management and collaboration. The art of relationship management is necessary when handling other people's emotions. When conflict is approached with high levels of EI, it creates an opportunity for learning effective interpersonal skills. Understanding how EI levels and conflict skills correlate can be used to improve interpersonal relationships in a healthcare facility.

Do Mice Habituate to “Gentle Handling?” A Comparison of Resting Behavior, Corticosterone Levels and Synaptic Function in Handled and Undisturbed C57BL/6J Mice

PubMed Central

Longordo, Fabio; Fan, Jing; Steimer, Thierry; Kopp, Caroline; Lüthi, Anita

2011-01-01

Study Objectives: “Gentle handling” has become a method of choice for 4-6 h sleep deprivation in mice, with repeated brief handling applied before sleep deprivation to induce habituation. To verify whether mice do indeed habituate, we assess how 6 days of repeated brief handling impact on resting behavior, on stress, and on the subunit content of N-methyl-D-aspartate receptors (NMDARs) at hippocampal synapses, which is altered by sleep loss. We discuss whether repeated handling biases the outcome of subsequent sleep deprivation. Design: Adult C57BL/6J mice, maintained on a 12 h-12 h light-dark cycle, were left undisturbed for 3 days, then handled during 3 min daily for 6 days in the middle of the light phase. Mice were continuously monitored for their resting time. Serum corticosterone levels and synaptic NMDAR subunit composition were quantified. Results: Handling caused a ∼25% reduction of resting time throughout all handling days. After six, but not after one day of handling, mice had elevated serum corticosterone levels. Six-day handling augmented the presence of the NR2A subunit of NMDARs at hippocampal synapses. Conclusion: Repeated handling induces behavioral and neurochemical alterations that are absent in undisturbed animals. The persistently reduced resting time and the delayed increase in corticosterone levels indicate that mice do not habituate to handling over a 1-week period. Handling-induced modifications bias effects of gentle handling-induced sleep deprivation on sleep homeostasis, stress, glutamate receptor composition and signaling. A standardization of sleep deprivation procedures involving gentle handling will be important for unequivocally specifying how acute sleep loss affects brain function. Citation: Longordo F; Fan J; Steimer T; Kopp C; Lüthi A. Do mice habituate to “gentle handling?” A comparison of resting behavior, corticosterone levels and synaptic function in handled and undisturbed C57BL/6J mice. SLEEP 2011

Region-Specific Onset of Handling-Induced Changes in Corticotropin-Releasing Factor and Glucocorticoid Receptor Expression

PubMed Central

Fenoglio, Kristina A.; Brunson, Kristen L.; Avishai-Eliner, Sarit; Chen, Yuncai; Baram, Tallie Z.

2011-01-01

Early-life experience including maternal care profoundly influences hormonal stress responses during adulthood. Daily handling on postnatal day (P) 2–9, eliciting augmented maternal care upon returning pups to their cage, permanently modifies the expression of the stress neuromodulators corticotropin-releasing factor (CRF) and glucocorticoid receptor (GR). We have previously demonstrated reduced hypothalamic CRF expression already at the end of the handling period, followed by enhanced hippocampal GR mRNA levels (by P45). However, the initial site(s) and time of onset of these enduring changes have remained unclear. Therefore, we used semiquantitative in situ hybridization to delineate the spatiotemporal evolution of CRF and GR expression throughout stress-regulatory brain regions in handled (compared with undisturbed) pups. Enhanced CRF mRNA expression was apparent in the amygdaloid central nucleus (ACe) of handled pups already by P6. By P9, the augmented CRF mRNA levels persisted in ACe, accompanied by increased peptide expression in the bed nucleus of the stria terminalis and reduced expression in the paraventricular nucleus. The earliest change in GR consisted of reduced expression in the ACe of handled pups on P9, a time point when hippocampal GR expression was not yet affected. Thus, altered gene expression in ACe, bed nucleus of the stria terminalis as well as paraventricular nucleus may contribute to the molecular cascade by which handling (and increased maternal care) influences the stress response long term. PMID:15044366

Stressing out: Handling Change in a Digital World

ERIC Educational Resources Information Center

Fiehn, Barbara

2010-01-01

Living in a world of rapid change and increased use of technologies can lead to an increase in personal levels of stress. Each person needs to find their own stress management systems. This article makes a few suggestions about recognizing stress sources and potential coping strategies.

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.

Habituating to handling: factors affecting preorbital gland opening in red deer calves.

PubMed

Ceacero, F; Landete-Castillejos, T; Bartošová, J; García, A J; Bartoš, L; Komárková, M; Gallego, L

2014-09-01

The preorbital gland plays not only an olfactory role in cervids but also a visual one. Opening this gland is an easy way for the calf to communicate with the mother, indicating hunger/satiety, stress, pain, fear, or excitement. This information can be also useful for farm operators to assess how fast the calves habituate to handling routines and to detect those calves that do not habituate and may suffer chronic stress in the future. Thirty-one calves were subjected to 2 consecutive experiments to clarify if observing preorbital gland opening is related to habituation to handling in red deer calves (Cervus elaphus). Calves were born in 3 different paddocks, handled as newborns (Exp. 1), and then subjected to the same routine handling but with different periodicity: every 1, 2, or 3 wk (Exp. 2). In Exp. 1, preorbital gland opening was recorded in newborns during an initial handling (including weighing, ear tagging, and sex determination). Preorbital gland opening occurred in 93% of calves during this procedure and was not affected by sex, time since birth, or birth weight. Experiment 2 consisted of measuring preorbital opening during the same routine handling (weighing, blood sampling, and rump touching to assess body condition) when calves were 1, 3, and 5 mo old. Binary logistic regression showed that gland opening was associated with habituation to handling, since at 1 and 3 mo the probability of opening the gland decreased with the number of handlings that a calf experienced before (P = 0.008 and P = 0.028, respectively). However, there were no further changes in preorbital gland opening rate in the 5-mo-old calves (P = 0.182). The significant influence of the number of previous handlings on the probability of opening the preorbital gland was confirmed through generalized linear model with repeated measures (P = 0.007). Preorbital gland opening decreased along the phases of the study. Nevertheless, we found a significant trend in individuals to keep similar

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.

Teachers' Differing Perceptions of Classroom Disturbances

ERIC Educational Resources Information Center

Belt, Aino; Belt, Pekka

2017-01-01

Background: Efficient classroom management and adequate discipline are major issues for teachers in schools worldwide, with the guiding of students' behaviour as one of the primary challenges. Teachers' knowledge, skills, attitudes and behaviour play central roles in the appropriate handling of classroom disturbances. Purpose: The purpose of this…

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…

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…

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.

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)…

9 CFR 2.131 - Handling of animals.

Code of Federal Regulations, 2011 CFR

2011-01-01

... does not cause trauma, overheating, excessive cooling, behavioral stress, physical harm, or unnecessary...) Deprivation of food or water shall not be used to train, work, or otherwise handle animals; Provided, however, That the short-term withholding of food or water from animals by exhibitors is allowed by these...

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…

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…

Early handling modulates outcome of neonatal dexamethasone exposure.

PubMed

Claessens, Sanne E F; Daskalakis, Nikolaos P; Oitzl, Melly S; de Kloet, E Ronald

2012-09-01

Synthetic glucocorticoids such as dexamethasone (DEX) are used to prevent or treat respiratory disorders in prematurely born infants. Besides the short-term benefit on lung development, numerous human and animal studies have reported adverse neurodevelopmental side effects. In contrast, maternal care is known to exert a positive influence on neurodevelopmental outcome in rodents. The aim of the current study was therefore to investigate whether neonatal handling (days 1-21), known to induce maternal care, might serve as an intervention strategy modulating the adverse effects of DEX treatment (days 1-3). For this purpose we have measured the outcome of these early-life manipulations on development as well as adult endocrine and behavioral phenotype of male rats. Maternal care was observed during the first week of life and indeed enhanced in response to handling. Eye opening was accelerated and body weight reduced in DEX-treated animals. In adulthood, we report that handling ameliorated impaired spatial learning observed in DEX treated non-handled animals in the T-maze. Additionally, handling reduced susceptibility to the impact of DEX treatment in the water maze. Although DEX treatment and handling both resulted in enhanced negative feedback of the stress-induced corticosterone response and both reduced startle reactivity, the acquisition of fear was only reduced by handling, without effect of DEX. Interestingly, handling had a beneficial effect on pre-pulse inhibition, which was diminished after DEX treatment. In conclusion, these findings indicate that handling of the neonate enhances maternal care and attenuates specific DEX-induced alterations in the adult behavioral phenotype. Copyright © 2012 Elsevier Inc. All rights reserved.

Handling the Cerebral Palsied Child: Multi-Level Skills Transfer in Pakistan.

ERIC Educational Resources Information Center

Miles, M.; Frizzell, Yvonne

1990-01-01

The majority of children with cerebral palsy in developing countries have no access to trained therapists; for example, in Pakistan, there is less than one trained general physiotherapist per million population. In Pakistan, cerebral palsy handling skills were taught to a group of parents, teachers, and paraprofessionals in a series of practical…

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.

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…

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…

"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…

Effect of postweaning handling strategies on welfare and productive traits in lambs.

PubMed

Pascual-Alonso, María; Miranda-de la Lama, Genaro C; Aguayo-Ulloa, Lorena; Ezquerro, Laura; Villarroel, Morris; Marín, Raúl H; Maria, Gustavo A

2015-01-01

Postweaning management strategies that include an element of social enrichment may reduce weaning stress and improve welfare and productive performance. We analyzed the effect of postweaning handling strategies on welfare and production traits in lambs. After weaning, 36 lambs were assigned to 3 experimental groups with 12 lambs each (control [C], fattening with gentle human female contact [H], and fattening with 2 adult ewes [E]). The average daily gain (ADG) was estimated. Blood samples were taken, and infrared thermography was used to estimate stress variables. There were significant differences among treatments (in favor of alternative strategies) regarding production and stress variables (cortisol, glucose, and creatine kinase). The results suggest that the lambs handled gently during the fattening were less reactive and better able to modulate their physiological stress. The E group adapted better to acute stress than the C group but was less efficient in modulating chronic stress. Both treatments showed higher slaughter live weights and better ADGs compared with the control. The use of social enrichment at weaning, especially to establish a positive human-nonhuman animal bond, alleviates lamb weaning stress and improves welfare and performance.

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.

Handling Stress. Teenage Health Teaching Modules.

ERIC Educational Resources Information Center

Education Development Center, Inc., Newton, MA.

The Teenage Health Teaching Modules (THTM) program is a health education curriculum for adolescents. Each THTM module frames an adolescent health task emphasizing development of self-assessment, communication, decision making, health advocacy, and self-management. This module attempts to help adolescents understand the meaning of stress in their…

Pre-slaughter stress and pork quality

NASA Astrophysics Data System (ADS)

Stajković, S.; Teodorović, V.; Baltić, M.; Karabasil, N.

2017-09-01

Stress is an inevitable consequence of handling of animals for slaughter. Stress conditions during transport, lairage and at slaughter induce undesirable effects on the end quality of meat such as pale, soft, exudative meat and dark firm dry meat. Hence, it is very important to define appropriate parameters for objective assessment of level of stress. Attempts to define measures of stress have been difficult and no physiological parameter has been successfully used to evaluate stress situations. One physiological change in swine associated with animal handling stress and with pork quality is an increase in blood lactate concentration. Plasma cortisol was thought to be an appropriate indicator of stress, but the concentration was not consistently changed by different stressors. Therefore, finding alternative parameters reacting to stressors, such as acute phase proteins, would be of great value for the objective evaluation of level of stress and meat quality. As the stress during pre-slaughter handling is unavoidable, the final goal is to improve transport and slaughter conditions for the animal and, as a consequence, meat quality and animal welfare.

Effect of stress during handling, seawater acclimation, confinement, and induced spawning on plasma ion levels and somatolactin-expressing cells in mature female Liza ramada.

PubMed

Khalil, Noha A; Hashem, Amal M; Ibrahim, Amal A E; Mousa, Mostafa A

2012-08-01

The present experiments were designed to determine the effect of different stress factors; handling, seawater acclimation, confinement, and induced spawning on plasma cortisol, hydro mineral balance as well as changes in size, number and integrated intensity of somatolactin (SL)-expressing cells in Liza ramada mature females confined to fresh water ponds. The plasma levels of cortisol, PO(4)(3-), Na(+), and K(+) were higher, while Ca(2+) and Mg(2+) were lower than controls during transportation without anesthesia. By using clove oil (5 mg L(-1)) as an anesthetic during transportation, the plasma cortisol, PO(4) (3-), Na(+), and K(+) were similar to controls, while Ca(2+) and Mg(2+) were higher. During seawater acclimation, the plasma cortisol and minerals were significantly higher except Na(+) which was lower than controls. In addition, during induction of spawning, the plasma levels of cortisol, PO(4)(3-), Na(+), K(+), and Mg(2+) were significantly higher than controls. The SL-producing cells are located in the pars intermedia (PI) bordering the neurohypophysis. The stress affected the number, size, and immunostaining of SL-expressing cells. During seawater acclimation, the size and the integrated intensity of SL immunoreactivity were lower, but the number of these cells was higher than controls. Furthermore, the number, size, and the integrated intensity of SL immunoreactivity were significantly lower than controls during handling and after spawning, which was opposite to confinement. The response of SL-expressing cells in PI in parallel with changes in cortisol and hydro mineral balance induced by stress support the possible role of SL in the adaptive response of fish to stress. © 2012 WILEY PERIODICALS, INC.

Atlantic salmon skin and fillet color changes effected by perimortem handling stress, rigor mortis, and ice storage.

PubMed

Erikson, U; Misimi, E

2008-03-01

The changes in skin and fillet color of anesthetized and exhausted Atlantic salmon were determined immediately after killing, during rigor mortis, and after ice storage for 7 d. Skin color (CIE L*, a*, b*, and related values) was determined by a Minolta Chroma Meter. Roche SalmoFan Lineal and Roche Color Card values were determined by a computer vision method and a sensory panel. Before color assessment, the stress levels of the 2 fish groups were characterized in terms of white muscle parameters (pH, rigor mortis, and core temperature). The results showed that perimortem handling stress initially significantly affected several color parameters of skin and fillets. Significant transient fillet color changes also occurred in the prerigor phase and during the development of rigor mortis. Our results suggested that fillet color was affected by postmortem glycolysis (pH drop, particularly in anesthetized fillets), then by onset and development of rigor mortis. The color change patterns during storage were different for the 2 groups of fish. The computer vision method was considered suitable for automated (online) quality control and grading of salmonid fillets according to color.

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…

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

The Holistic Development of Teachers: A Conceptual Model of Integrative Education and Pilot Program for Pre-Service Teachers Based on Mindfulness and Social Emotional Learning

ERIC Educational Resources Information Center

McMullin, Laura

2014-01-01

This dissertation explores the role that teacher education can play in preparing new teachers to meet the challenges of the profession by offering a more holistic approach to preservice education. Upon entering the classroom, new teachers are oftentimes overwhelmed with the realities of teaching and feel unprepared to handle the challenges they…

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…

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.

[Handling the cases of school failure in an educational institute in Zaghouan].

PubMed

Abdelkafi Koubaa, Afifa; Bouslama, Samira; Bel Abed, Najet; Dahmen, Hayet; Mira Gabsi, Zvine; Gabsi, Abdallah; Ouerfelli, Nabil; Mabaouj, Mohamed Taher; Bachouche, Imen

2011-10-01

To assess the main reasons for the school failure in a school in Zaghouan, how to handle these issues, to evaluate the work of the school social office. A retrospective study included 86 failure cases in a school in Zaghouan, handled by the school social office for three years (2004 - 2007). He have detected the principals causes of school failure, detected by the educational staff or by the listening office. The causes of failure are mainly social (46%) as family problems and low income. These families received financial aids and free treatment cards. Discussions have been made with the parents in order to make them more conscious. The pedagogical reasons (28%) however are usually relationship' problems between the student and his teacher or the student and the administration, the three subjects were informed so that attitudes could be changed in the purpose of helping the student. Twelve students (14%) have a psychological case, depression and over worrying, led in some cases to addiction.These cases were diagnosed and transferred to specialized clinics.Sense and chronic diseases (12%), are considered as health reasons for school failure and caused several absences in the school. The school physicist took care of these cases by handling them medical guidance cards while observing the diagnose progress. As school results, 56 cases turned satisfaisant which is 65 % of all cases. The school failure became a priority of the "School Health" institute. That puss to create the school social program, his aim is protecting the students from all dangers, early school leaving and social disintegration, and delinquency. Thus, all parts must be responsible for the school failure, teachers, parents, students,psychiatrists and physicists, as well as introducing the social school work and listening offices and missions to the parents, students and teachers in order to guarantee the success of the operations.

Physiological response of juvenile coho salmon (Oncorhynchus kisutch) and rainbow trout (Salmo gairdneri) to handling and crowding stress in intensive fish culture

USGS Publications Warehouse

Wedemeyer, Gary A.

1976-01-01

Moving 4–5-in. coho salmon (Oncorhynchus kisutch) held in soft (20 ppm CaCO3) water from the relatively light loading density of 0.5 lb/ft3 to 1, 2, or 4 lb/ft3 (density index, DI = 0.1, 0.2, 0.4, 0.8) caused significant stress as indicated by loss of feeding behavior, but only minimal physiological disturbances, as indicated by lack of hyperglycemia or hypochloremia. However, moving them to 6 or 12 lb/ft3 (DI = 1.2, 2.4) caused significant physiological stress which required at least a week for recovery. Smolting coho salmon were physiologically stressed by population densities of 1 lb/ft3 or more and a subclinical corynebacterial kidney infection was activated. Rainbow trout (Salmo gairdneri) (4–5 in.) were physiologically stressed when moved and held at 1 lb/ft3 or more but retained normal feeding behavior. This indicates that handling and crowding stress will be minimized in softwater areas if densities in fish distribution trucks or in ponds or raceways during disease treatments are held to 0.1–0.5 lb/gal.

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)

Effects of neonatal handling on the basal forebrain cholinergic system of adult male and female rats.

PubMed

Pondiki, S; Stamatakis, A; Fragkouli, A; Philippidis, H; Stylianopoulou, F

2006-10-13

Neonatal handling is an early experience which results in improved function of the hypothalamic-pituitary-adrenal axis, increased adaptability and coping as a response to stress, as well as better cognitive abilities. In the present study, we investigated the effect of neonatal handling on the basal forebrain cholinergic system, since this system is known to play an important role in cognitive processes. We report that neonatal handling results in increased number of choline-acetyl transferase immunopositive cells in the septum/diagonal band, in both sexes, while no such effect was observed in the other cholinergic nuclei, such as the magnocellular preoptic nucleus and the nucleus basalis of Meynert. In addition, neonatal handling resulted in increased M1 and M2 muscarinic receptor binding sites in the cingulate and piriform cortex of both male and female rats. A handling-induced increase in M1 muscarinic receptor binding sites was also observed in the CA3 and CA4 (fields 3 and 4 of Ammon's horn) areas of the hippocampus. Furthermore, a handling-induced increase in acetylcholinesterase staining was found only in the hippocampus of females. Our results thus show that neonatal handling acts in a sexually dimorphic manner on one of the cholinergic parameters, and has a beneficial effect on BFCS function, which could be related to the more efficient and adaptive stress response and the superior cognitive abilities of handled animals.

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

Exploring How Teachers' Emotions Interact with Intercultural Texts: A Psychoanalytic Perspective

ERIC Educational Resources Information Center

Shim, Jenna Min

2012-01-01

A major goal of this study was to inquire into and gain an understanding of teachers' emotional responses to cultural differences by investigating how teachers handle stories with intercultural themes. The broader goal was to inquire into teachers' emotional lives that though not necessarily visible to them, nonetheless affect what they perceive…

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

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.

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…

Supporting Student Teachers in Developing and Applying Professional Knowledge with Videoed Events

ERIC Educational Resources Information Center

Ingram, Jenni

2014-01-01

Student teachers often struggle with handling events in the complex environment that is a classroom. This article reports on a study that investigates the potential of using video-based materials to support mathematics student teachers in developing and applying professional knowledge. Student teachers viewed videos of classroom events with…

The Association among Emotional Intelligence, Resilience, and Academic Performance of Preservice Teachers

ERIC Educational Resources Information Center

Trapp, Caryn S.

2010-01-01

New teachers often struggle with handling their students and their many responsibilities because of demanding nature of the job. A strong preservice preparation is critical to teachers' success and increases teacher retention in the profession. This quantitative study examined the association among emotional intelligence, as measured by the…

Primary Grade Teachers' Knowledge and Perceptions of Head Lice.

ERIC Educational Resources Information Center

Kirchofer, Gregg M.; Price, James H.; Telljohann, Susan K.

2001-01-01

Surveyed primary school teachers regarding knowledge of head lice, self-efficacy in handling head lice, and preferred information sources. Teachers needed more knowledge about head lice. About half had high efficacy expectations regarding their ability to control the spread of lice. Most reported receiving information from school nurses. Knowledge…

Ethanol modifies the effect of handling stress on gene expression: problems in the analysis of two-way gene expression studies in mouse brain.

PubMed

Rulten, Stuart L; Ripley, Tamzin L; Manerakis, Ektor; Stephens, David N; Mayne, Lynne V

2006-08-02

Studies analysing the effects of acute treatments on animal behaviour and brain biochemistry frequently use pairwise comparisons between sham-treated and -untreated animals. In this study, we analyse expression of tPA, Grik2, Smarca2 and the transcription factor, Sp1, in mouse cerebellum following acute ethanol treatment. Expression is compared to saline-injected and -untreated control animals. We demonstrate that acute i.p. injection of saline may alter gene expression in a gene-specific manner and that ethanol may modify the effects of sham treatment on gene expression, as well as inducing specific effects independent of any handling related stress. In addition to demonstrating the complexity of gene expression in response to physical and environmental stress, this work raises questions on the interpretation and validity of studies relying on pairwise comparisons.

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…

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…

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…

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…

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

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.

Plasma stress hormones in resting rats - Eighty four day study

NASA Technical Reports Server (NTRS)

Popovic, Vojin; Honeycutt, Clegg

1989-01-01

The effects of a repeated mild stress of handling and placing rats temporarily into unfamiliar cages on the blood-plasma concentration of the stress hormones (corticosterone, ACDH, and prolactin) were investigated in male Sprague-Dawley rats subjected to this type of stress once every week during a period of three months. Results showed that repeated mild stress of handling (as well as repeated blood sampling) did not affect the plasma stress-hormone concentrations in these animals.

Friendliness to humans and defensive aggression in cats: the influence of handling and paternity.

PubMed

Reisner, I R; Houpt, K A; Erb, H N; Quimby, F W

1994-06-01

This study was undertaken to examine and reduce the stress and aggressiveness associated with fear of handling in laboratory cats (Felis sylvestris catus). Thirteen litters of kittens from a specific pathogen-free breeding colony were divided into three treatment groups: two were early weaned, removed from the colony and caged individually with or without handling up to 8 weeks of age, and the third served as a control group, removed from the colony just before testing. Behavior tests measuring degree of friendliness to humans and response to physical restraint were performed at ages 8, 12, 16, and 20 weeks. Serum cortisol concentrations were measured after each test. Results indicate that litter and sire influenced tractability but that handling or individual caging of kittens did not. Posttest serum cortisol concentrations were below normal adult levels in most kittens, including those reacting fearfully during testing and aggressively during restraint, and, therefore, are not a reliable indicator of stress in juvenile cats.

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…

Teachers' Questioning Techniques in Advanced Level Chemistry Lessons: A Tanzanian Perspective

ERIC Educational Resources Information Center

Kira, Ernest; Komba, Sotco; Kafanabo, Eugenia; Tilya, Frank

2013-01-01

This study investigated the extent to which teachers' questioning techniques and the way teachers handled students' responses facilitated students' learning and promoted their thinking skills. The study focused on three secondary schools in Dar es Salaam. The data collection process involved classroom observations during chemistry lessons and…

Quantifying capture stress in free ranging European roe deer (Capreolus capreolus).

PubMed

Huber, Nikolaus; Vetter, Sebastian G; Evans, Alina L; Kjellander, Petter; Küker, Susanne; Bergvall, Ulrika A; Arnemo, Jon M

2017-05-10

To understand and reduce the concomitant effects of trapping and handling procedures in wildlife species, it is essential to measure their physiological impact. Here, we examined individual variation in stress levels in non-anesthetized European roe deer (Capreolus capreolus), which were captured in box traps and physically restrained for tagging, biometrics and bio-sampling. In winter 2013, we collected venous blood samples from 28 individuals during 28 capture events and evaluated standard measurements for stress (heart rate, body temperature, neutrophil to lymphocyte ratio, lactate and total cortisol). Additionally, we assessed stress using the immunological tool, Leukocyte Coping Capacity (LCC), a real-time proxy for stress measuring oxygen radical production by leukocytes. Finally, the behavioral response to handling was recorded using a scoring system. LCC and therefore stress levels were negatively influenced by the time animals spent in the box trap with human presence at the capture site prior to handling. In contrast, none of the classical stress measures, including total cortisol, nor the behavioral assessment, were correlated with the stressor tested (time of human presence prior to handling) and thus did not provide a clear depiction regarding the extent of the animals short-term stress response. Overall our study verifies the LCC as a strong method to quantify short-term stress reactions in wildlife. Moreover, our results clearly show that human presence at the trapping site prior to handling should be kept to an absolute minimum in order to reduce stress levels.

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…

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…

Leadership and Teacher Job Satisfaction.

ERIC Educational Resources Information Center

Whaley, Kanda W.

1994-01-01

Principals' centers and academies such as the Maine Principals Academy, the California School Leadership Academy, and the NASSP Assessment and Development Center, are currently examining school leadership as a way to handle the education crisis. A 1989 survey showed that teachers' job satisfaction depends heavily on principals' effectiveness in…

Bridging Theory and Practice in Norwegian Teacher Education through Action Research

ERIC Educational Resources Information Center

Husebo, Dag

2012-01-01

Handling the relationship between theory and practice is seemingly an endless challenge in Norwegian teacher education, and bridging theory and practice is highlighted whenever discussions about improvement of teacher education are raised. This article contributes to this discussion by shedding new light on the relationship through an analysis of…

Handling alters cocaine-induced activity in adolescent but not adult male rats

PubMed Central

Maldonado, Antoniette M.; Kirstein, Cheryl L.

2017-01-01

The developmental period of adolescence is one that is characterized by increased levels of stress and vulnerability to drugs. Pre-test handling is an experimental manipulation that is used to acclimate animals prior to behavioral testing and exposure to a novel environment. Therefore, the present study was conducted in order to address the issue of pre-test handling of adolescent and adult male rats on subsequent cocaine-induced locomotor activity upon presentation to a novel environment. On days one through four, postnatal day (PND) 41–44 or PND 56–59, respectively, animals were handled b.i.d. for three minutes. On the fifth day, PND 45 or PND 60, animals were administered 30 mg/kg/ip cocaine or saline and immediately placed in a novel environment where locomotor activity was measured for 30 minutes. Cocaine increased locomotor activity similarly in all non-handled animals, regardless of age. Interestingly, adolescent animals expressed a differential effect when handled prior to an acute cocaine administration. Specifically, handling increased cocaine-induced locomotor activity in adolescent but not adult animals. These findings indicate that adolescent males that have been acclimated to the handling procedure experience significantly more behavioral reactivity than do adults to a high dose of cocaine upon exposure to a novel environment. PMID:15708784

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…

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)

The Teacher Strike: School District Protection Procedures. A Manual for School District Officials on How to Handle a Teachers' Strike.

ERIC Educational Resources Information Center

Igoe, Joseph A.; DiRocco, Anthony P.

This booklet is designed to give practical and realistic advice to school district officials faced with the possibility of a teachers' strike. It is intended for use both by school district administrators and school board members. The booklet is organized into four sections that focus in turn on signs of a pending teachers' strike, union…

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…

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…

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…

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…

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.…

Sprag Handle Wrenches

NASA Technical Reports Server (NTRS)

Vranishm, John M.

2010-01-01

Sprag handle wrenches have been proposed for general applications in which conventional pawl-and-ratchet wrenches and sprag and cam "clickless" wrenches are now used. Sprag handle wrenches are so named because they would include components that would function both as parts of handles and as sprags (roller locking/unlocking components). In comparison with all of the aforementioned conventional wrenches, properly designed sprag handle wrenches could operate with much less backlash; in comparison with the conventional clickless wrenches, sprag handle wrenches could be stronger and less expensive (because the sprags would be larger and more easily controllable than are conventional sprags and cams).

Developing a Teacher Induction Plan: A Guide for School Leaders

ERIC Educational Resources Information Center

Brock, Barbara L.; Grady; Marilyn L.

2005-01-01

Imagine someone telling you that, within three years, new teachers would leave the profession for which they trained so hard. That is what is happening to 30% of today's promising new teachers who are not given the mentoring, direction, and professional development that is so desperately needed to keep them focused and enthusiastic. To handle this…

The Crisis Manual for Early Childhood Teachers: How To Handle the Really Difficult Problems.

ERIC Educational Resources Information Center

Miller, Karen

More and more teachers report the increasing incidence of crises in children's lives, crises that interfere with the child's ability to learn. Noting that developmentally appropriate curricula must respond to the issues of immediate concern and interest to children, this source book assists teachers in facing difficult issues in the classroom and…

Transportation and handling loads

NASA Technical Reports Server (NTRS)

Ostrem, F. E.

1971-01-01

Criteria and recommended practices are presented for the prediction and verification of transportation and handling loads for the space vehicle structure and for monitoring these loads during transportation and handling of the vehicle or major vehicle segments. Elements of the transportation and handling systems, and the forcing functions and associated loads are described. The forcing functions for common carriers and typical handling devices are assessed, and emphasis is given to the assessment of loads at the points where the space vehicle is supported during transportation and handling. Factors which must be considered when predicting the loads include the transportation and handling medium; type of handling fixture; transport vehicle speed; types of terrain; weather (changes in pressure of temperature, wind, etc.); and dynamics of the transportation modes or handling devices (acceleration, deceleration, and rotations of the transporter or handling device).

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…

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…

Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping.

PubMed

Jeon, Lieny; Hur, Eunhye; Buettner, Cynthia K

2016-12-01

Teachers in early child-care settings are key contributors to children's development. However, the role of teachers' emotional abilities (i.e., emotion regulation and coping skills) and the role of teacher-perceived environmental chaos in relation to their responsiveness to children are understudied. The current study explored the direct and indirect associations between teachers' perceptions of child-care chaos and their self-reported contingent reactions towards children's negative emotions and challenging social interactions via teachers' emotional regulation and coping strategies. The sample consisted of 1129 preschool-aged classroom teachers in day care and public pre-K programs across the US. We first found that child-care chaos was directly associated with teachers' non-supportive reactions after controlling for multiple program and teacher characteristics. In addition, teachers in more chaotic child-care settings had less reappraisal and coping skills, which in turn, was associated with lower levels of positive responsiveness to children. Teachers reporting a higher degree of chaos used more suppression strategies, which in turn, was associated with teachers' non-supportive reactions and fewer expressive encouragement reactions to children's emotions. Results of this exploratory study suggest that it is important to prepare teachers to handle chaotic environments with clear guidelines and rules. In order to encourage teachers' supportive responses to children, intervention programs are needed to address teachers' coping and emotion regulation strategies in early childhood education. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

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…

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

The Logic of Hong Kong Teachers: An Exploratory Study of Their Teaching Culturally Diverse Students

ERIC Educational Resources Information Center

Chong, Stella

2005-01-01

This study aims to report how Hong Kong teachers handle a seemingly conventional, orderly schooling phenomenon--the teaching of the newly arrived children (NAC) migrated from mainland China. Semi-structured interviews with ten teachers from nine primary schools were conducted. The principal findings are that the teachers are not prepared for the…

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)

Care and handling of container plants from storage to outplanting