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Shu, Chin-Yi. "Stress in tutor-teachers in Taiwan : exploration and an evaluation of a stress management programme." Thesis, University of Surrey, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274343.
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Courtney, Michael Bruce. "The relationship between the perceived degree of instructional leadership and principal management style and teacher stress /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10778226.
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Motseke, M. J. "Stressors of township secondary school teachers : a management issue." Interim : Interdisciplinary Journal, Vol 11, Issue 1: Central University of Technology Free State Bloemfontein, 2012. http://hdl.handle.net/11462/330.
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Published ArticleA study was conducted to determine factors which caused stress for township secondary school teachers. The purpose of this paper is to determine the role of School Management Teams (SMTs) in the stressors of township secondary school teachers. A questionnaire was developed and administered on 368 teachers from the Free State Province. Once the stressors were determined, their means were used to rank them - from the most stressful to the least stressful. Only the highest 30 stressors were considered in this paper. The main stressors were: poor learner performance, poor learner discipline and poor parental involvement in school matters. It was also found that 20 of the 30 stressors were the SMTs' responsibility, seven were the parents' responsibility and three were DBE's (Department of Basic Education) responsibility. It was concluded that SMTs of the schools surveyed were unable to adequately address factors causing stress for teachers in their schools. It was recommended that SMTs should be developed, and then be held accountable for the high levels of teacher stress, and for the subsequent poor performance of teachers in their schools.
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Sturmfels, Michael S. "A qualitative study of staff stress, morale and well-being in Victorian government schools /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/6668.
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Beers, Jeffry Childs. "Teacher Stress and Coping: Does the Process Differ According to Years of Teaching Experience?" PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/809.
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Teaching is stressful. The demands placed on teachers can result in emotional exhaustion and burnout, causing many to leave the profession. Teachers early in their careers seem to be at special risk, with desistence rates estimated as high as 40% in the first five years. This study was based on the notion that constructive coping can be a resource for teachers, and that teachers later in their professional lives may provide a model for adaptive ways of dealing with professional demands. The goal of the study was to examine whether the coping process utilized by teachers (including reported demands, appraisals, ways of coping, resolutions, and post-coping assessment) differed at different stages of their career. Participants (n = 57) were teachers (90% female) ranging in age from 28-63, teaching in grades 4 to 12. The current study utilized a portion of the baseline open-ended interview of a randomized waitlist control study conducted to explore the effects of a mindfulness-based program. After coding the interview data for each step of the coping process, frequency analyses revealed that: (1) as in previous studies, the most frequently reported demands were problems with students (40%), followed by workload (18%) and parents (15%); (2) the most frequently reported appraisal was extreme negative emotion (44%); (3) the most frequently reported ways of coping were adaptive, including problem-solving (65%), support seeking (35%), and self regulation (22%); (4) the most frequently reported resolution of the stressful episode was successful (51%); and (5) with regards to post coping assessment, teachers most frequently reported that they would do something differently in future episodes if they could (54%). A series of Chi-square analyses to explore whether there is an association between how the teachers responded to questions corresponding to each step revealed that (1) teachers who reported parents as a demand in teaching were more likely to report extreme negative emotion and the use of self-regulation, which was associated with a successful resolution; (2) teachers who reported the administration as a demand were also more likely to use support seeking as a way of coping; and (3) teachers who reported using more maladaptive ways of coping were also more likely to report an unsuccessful resolution. Finally, pairwise comparisons to determine which groups of teachers differed from each other showed that, in keeping with expectations, early career teachers reported "no negative emotion" less and "extreme negative emotion" more than other groups, while late career teachers mentioned "no negative emotion" more. In terms of demands, early career teachers mentioned the environment less whereas late career teachers mentioned parents less and students more often. In terms of coping, late career teachers reported using self-regulation less and cognitive accommodation more than the other groups. Finally, early career teachers were more likely to say that they would try different effective strategies in future coping episodes while late career teachers were less likely to report that they would do so. Applications of these findings are discussed for process-oriented theories of teacher stress and coping, for future studies examining how coping develops over the course of a professional career, and for preservice training and school-based interventions designed to promote adaptive coping for teachers at every phase of their profession.
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Aubrey, Jonathan Tadd. "An investigation of stress and copying strategies among university-level EFL teachers in the United Arab Emirates." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17396.
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This research investigated the main sources of occupational stress that tertiary English as a Foreign Language (EFL) teachers experience in the United Arab Emirates. A secondary focus was to identify the coping strategies used by EFL teachers who exhibit low levels of stress, and what types of support were needed by EFL teachers who exhibited moderate to high levels of stress. While theories abound in the literature on the reasons for stress and its consequences for teachers, little is known about the role of coping strategies and their specific usefulness in eradicating stress. Given the nature of the research questions, an interpretivist mixed methods approach was deemed appropriate. Data collection methods included a pre-tested online survey followed by 26 semi-structured interviews and a Likert-style questionnaire which were used to gain an in-depth understanding of the quantitative aspects of stress levels. Qualitative, semi-structured interviews were used to examine the coping strategies of 113 self-identified EFL teachers with low stress levels. They were analysed through theme analysis and triangulated with other data to increase the robustness of the results. The sources of teacher stress derived from the analysis are ranked according to the 20 cited as most significant by the participants. They are discussed in detail under the headings of stressors related to classroom teaching, administration leadership style, professional issues and their own assessment as teachers. The strategies teachers use to cope with these stresses are varied and range from activities to attitudes. Key recommendations for the teaching faculty centre on general health and well-being, and overall workplace focus. Clearly, EFL teachers suffering from workplace stress must take care of themselves physically, psychologically and emotionally. Yet teachers in the UAE also expressed a desire for administrators who practice more democratic leadership styles, and acknowledged that the attitudes of their students toward learning English had a considerable impact on their own practices. Further inquiry is recommended into a more complete examination of teacher stressors and their relationship to cultural factors, specifically two of the cultural dimensions found in the UAE (power distance and uncertainty avoidance), which were found to be particularly relevant to stressors in the category of leadership style and practices.
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Jones, Heather Amber. "Teacher in-service training for Attention-Deficit/Hyperactivity Disorder (ADHD) influence on knowledge about ADHD, use of classroom behavior management techniques, and teacher stress /." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/4058.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2006.Thesis research directed by: Psychology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Harrison, Jessica Leigh. "Assessing Generic and Program-Specific Dose-Response Relations Between Engagement in Contemplative Practices and Reductions in Teachers' Occupational Stress and Burnout." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/2107.
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Teaching is a stressful, uncertain, and emotionally laden profession (Chaplain, 2008; Farber, 1999; Johnson et al., 2005). One approach to reduce psychological distress and improve well-being in teachers is through the use of mindfulness-based stress reduction (MBSR) programs. While MBSR programs have been shown in several studies to be effective with regard to improving well-being in teachers, little research has been done to date examining the relationship between program dose and outcomes. This study examines the relationship between both generic and program-specific dose and outcomes of stress and burnout. Results showed some evidence that generic yoga frequency is related to outcomes. No significant relationships between program-specific dose and outcomes were found. Directions for future research are discussed.
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Roberts, Drewcilla. "Pre-Service Teacher Self-Efficacy: Differences by Gender and Relationship with Physiological Response to Simulated Challenging Student Behavior." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami15573926958149.
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Smith, Rick. "The potential effectiveness of self-compassion, cognitive emotion regulation and mindfulness-based stress reduction training as stress-management strategies for teachers working in an international context." Thesis, University of Bath, 2018. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.761015.
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This thesis explored the relationships between 1) Self-compassion 2) Cognitive Emotion Regulation and 3) Mindfulness Based Stress Reduction (MBSR) and teacher stress in a foreign international school setting. The retrospective, multi-tiered study investigated a total of 177 expatriated teachers working in multiple international schools around the globe; at least 17 of whom indicated that they had completed a MBSR course. A mixed-methods approach was used over three stages utilising the following instruments: 1) an adapted stress impact survey, 2) Teacher Interview Protocol (TIP), 3) the short forms of the Cognitive Emotion Regulation Questionnaire (CERQ-SF), the Self-Compassion Scale (SCS-SF), and the Perceived Stress Scale (PSS-4). Results suggest that teachers’ beliefs about stress correlate with job satisfaction; 82.6% of respondents who reported that stress has ‘hardly any effect’ also reported that they liked their job overall; whereas, 76.9% and 36.4% of respondents that believed stress had affected their teaching ‘some’ or ‘a lot’ reported liking their job, respectively. Results also indicate that higher perceived stress is strongly correlated with both 1) decreased self-compassion (r = -.491, p < .001) and 2) increased use of non-adaptive cognitive emotion regulation strategies, such as Catastrophizing (r= < 0.392, p < .001). All five adaptive cognitive coping strategies were positively correlated with Self-Compassion, four were significant; only Refocus on Planning failed to reach significance at p < .05. The data indicated no statistically significant differences between MBSR and non-MBSR participants, regarding perceptions of stress (PSS-4), self-compassion (SCS-SF), and eight of the nine coping strategies (CERQ-S), with the exception being that MBSR participants experienced reduced Self-Blame (p < 0.007). Conclusions find that policies and practices aimed at supporting the three aspects of self-compassion offer one possible avenue to reducing teacher stress and maladaptive thinking strategies, and thereby increasing job satisfaction, for teachers working in a foreign country.
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Hendriks, Erika Erna. "Streservarings van die onderwyser met betrekking tot leerders met gedrags- en emosionele probleme in die klas." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11192007-083026/.
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Liebenberg, Jurgens Jacobus. "‘n Evaluering van opvoedermoreel in skole in Wellington." Thesis, Cape Peninsula University of Technology, 2016. http://hdl.handle.net/20.500.11838/2496.
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Thesis (DEd (Education))--Cape Peninsula University of Technology, 2016.Teaching is one of the most challenging and demanding professions in the world. It seems as though teachers are being stretched to the limit and that this has a negative impact on educator morale. Expectations placed on educators seem to be expanding exponentially in South Africa. A study has been undertaken to analyse and assess educator morale in schools in the Wellington area. The main aim of this study was to establish which factors influence educator morale. The aims that emerged was a literature study about educators’ morale and to establish how educators’ morale influence the functioning of schools. The last aim of the study was what can be done to assure continuous high educator morale. The literature study formed the starting point of this investigation. The literature study was followed by a combination of qualitative and quantitative research methods within an interprevistic research paradigm. A questionnaire was used to collect data and feedback was given to three focus groups. The questionnaire concentrated mainly on aspects on national and provincial level, those in the school community and on school related levels whilst the third group related to the daily educational task of the educator in the classroom. The qualitative instrument was handed out to 137 respondents in schools in the Wellington area. The validity of the responses and the findings were tested by means of feedback to the focus groups to get their views about the findings of the literature study and the feedback from the questionnaires. The reliability of the data was tested by means of interviews with three focus groups. Triangulation was applied by means of qualitative and quantitative research methods, a literate study and focus group interviews. In conclusion, recommendations were provided to improve educators’ morale in schools in South Africa.
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Beaman, Robyn. "Behavioural interactions in secondary classrooms between teachers and students what they say, what they do /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/13114.
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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, Special Education Centre, 2006.Bibliography: leaves 458-476.
Introduction -- Teacher perceptions of troublesome classroom behaviour -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part I -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part II -- Troublesome classroom behaviour and teacher stress in New South Wales secondary classrooms: Part III -- Student perceptions of the classroom environment in New South Wales secondary classrooms -- Natural rates of teacher approval and disapproval in the classroom -- Natural rates of teacher approval and disapproval in secondary classrooms in New South Wales -- Differential teacher attention to boys and girls in the classroom -- Differential teacher attention to boys and girls in New South Wales secondary classrooms -- Perceptions versus reality: behavioural interactions between teachers and students in New South Wales secondary classrooms.
The focus of this thesis is troublesome classroom behaviour and the behavioural interactions between teachers and students in secondary school. Following a review of the extant research literature, Section A of the thesis reports a study examining the perceptions of 145 secondary teachers from New South Wales with regard to behaviours they find troublesome in their classrooms. Talking out of turn was clearly identified as the classroom behaviour of most concern, most frequently occurring and, importantly, the main misbehaviour of the most troublesome individual students. In two studies completed in parallel, it was similarly shown that teachers who identified themselves as having particular difficulties with classroom behaviour, or who had identified ten percent or more of their class as troublesome, experienced higher levels of stress related to classroom behaviour and their students perceived the classroom environment to be characterised by differential treatment of students. Section B of the thesis comprises observational studies of teachers and classroom behaviour with a substantial focus on student and teacher gender. Reviews of the literature on teachers' "natural" use of approval and disapproval and on differential teacher behaviour towards boys and girls were followed by two parallel studies. The first study, involving 79 New South Wales secondary school teachers and their classes, showed that while teachers typically responded to students with more approval than disapproval, almost all approval was reserved for academic behaviour whereas approval for appropriate classroom behaviour was very infrequent. Teachers typically reprimanded students for inappropriate behaviour at a very high rate. The second study showed that boys attracted far more teacher responses than girls but that most of this involved reprimands for inappropriate behaviour. Section C of the thesis relates teacher perceptions to observed classroom behaviour. It was concluded that in classes with larger numbers of troublesome students there was reduced academic feedback to students and where teachers' rates of negative responding were higher there was a reduced perception of participation by students.
Mode of access: World Wide Web.
vi, 500 leaves
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Lilie, Ron. "Management Strategies in Elementary Inclusion Classrooms." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5746.
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The increasing popularity of inclusion classrooms has placed a large number of students with special needs with the ones without disabilities. Often, general education teachers lack sufficient training in proven inclusion practices that is necessary to cope with the increase in diverse learning needs. The absence of sufficient training can lead to disruptive behavior and also, induce more stress in the classroom for the educator and the students. The qualitative case study aimed to explore the strategies and techniques used by elementary school teachers to successfully manage inclusion classrooms and to learn how the teachers handled stress. Vygotsky's sociocultural theory provided the theoretical framework for this study. The data collection methods involved observing school classrooms and interviewing teachers. A total of 6 teachers were interviewed and 3 observations were made in the classroom settings of these teachers. All the participants were teachers located in a small rural district of South Central Texas. The collected data were analyzed using cross-case analysis. The findings of this study indicate the most common methods of classroom management, that include the centers formed by small groups of students, and the tailoring of activities based on students' needs. Further, it was learnt that the teachers used a variety of techniques to mitigate their stress levels and to manage their classrooms in a calm manner. Also, using appropriate classroom management techniques can help the students with special needs to learn ways in which they can adapt their own behavior through self-regulation, to function more effectively with others.
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Van, der Linde Albert Hendrik. "Bestuurstrategieë van die skoolhoof vir die hantering van die onderwyseres met uitbranding / Albert Hendrik van der Linde." Thesis, Potchefstroom University for Christian Higher Education, 1998. http://hdl.handle.net/10394/8615.
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The research on management strategies by the school principal for the managing
of the female teacher with burnout, is divided into six phases.
Firstly it is to determine what the nature of burnout in the female teacher is, what
the causes of burnout in the female teacher is, what the causes of burnout are,
which symptoms are detected by teachers suffering from burnout and what consequences
the burnout in female teachers may have for the learners, colleagues,
employer and for the female teacher concerned.
In the second place it is shown what strategies can be applied for the managing of
the female teacher suffering from burnout. A few recent models for managing
burnout are explained and strategies aimed at intra- en interpersonal skills, factors
related to the environment as well as group activities are discussed.
In the third place it is empirically determined to what extent female teachers in d1e
North West Province are suffering from burnout by means of standardised questionnaires
for the measurement of burnout.
Fourthly it is indicated how female teachers who differ with regard to home language,
medium of instruction in their schools, years of experience and !he area
where the school is situated, also differ with regard to the degree of burnout they
experience.
During the fifth phase of this study it is determined empirically, by means of questionnaires for principals, how principals are recently managing female teachers
with burnout The first ten strategies, according to the order of preference by
principals, are then discussed,
Lastly directives are given. by means of a holistic management model aimed at the
causes of burnout, which could be used by principals as managing strategies.
These strategies deal with the professional development of the female teacher,
acquirement of intra- en inter-personal skills as well as the management of demographic
and environmental causes of burnout.Thesis (PhD)--PU for CHE, 1998
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Reinhold, Helga Hinkenickel. "O sentido da vida: preven??o de stress e burnout do professor." Pontif?cia Universidade Cat?lica de Campinas, 2004. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/386.
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Made available in DSpace on 2016-04-04T18:29:36Z (GMT). No. of bitstreams: 1
TESE COMPLETA-Doutorado - Helga Heinhold.pdf: 656998 bytes, checksum: 55856193ed283c9bad64a87f71d5e9b0 (MD5)
Previous issue date: 2004-12-10A sample of 28 female elementary school teachers was investigated regarding interaction of stress, burnout and meaning of life and effectiveness of two types of training to reduce excessive stress. As measurements were used the Invent?rio de Sintomas de Stress de Lipp (ISSL), the Maslach Burnout Inventory (MBI) and Lukas Logo-Test. 64.3% of the teachers were diagnosed with stress, mainly in the resistance phase, 35.7 had burnout and 10.7, tendency towards burnout. There were more teachers with stress among those with less perception of meaning. There was significant correlation between stress level and married or divorced teachers. The sample was divided into two groups and submitted to two different types of stress management courses: one with cognitive-behavioral approach only and the other including techniques to search meaning based on Frankl s logotherapy. After the training course the group with cognitive-behavioral approach had significantly better results than the group with inclusion of logotherapeutic approach regarding stress and burnout reduction and better meaning fulfillment. This difference in results may be due to different characteristics of the participants: the group with cognitive-behavioral approach only was significantly older and had longer work experience than the logotherapeutic oriented group; in addition, before training procedures, the group with exclusively cognitive-behavioral approach revealed a higher degree of stress than the logotherapeutic oriented group.
Foi estudada uma amostra de 28 professoras do ensino fundamental quanto ? intera??o entre stress, burnout e sentido e quanto ? efic?cia de dois tipos de treinamento para redu??o do stress excessivo. Utilizou-se como instrumentos de aferi??o o Invent?rio de Sintomas de Stress de Lipp (ISSL), o Maslach Burnout Inventory (MBI) e o Logo-Test de Lukas. 64,3% das professoras apresentaram stress, predominantemente na fase de resist?ncia, 35,7% revelaram burnout e 10,7%, tend?ncia ao burnout. Houve maior freq??ncia de professoras com stress entre aquelas com menor percep??o de sentido. Foi constatada correla??o significativa entre n?vel de stress e professoras casadas/separadas. A amostra dividida em dois grupos recebeu dois tipos diferentes de treinamento para gerenciamento de stress: um somente com abordagem cognitivo-comportamental, e outro com inclus?o de estrat?gias de busca de sentido da logoterapia de Frankl. Ap?s o treinamento, o grupo com abordagem exclusivamente cognitivo-comportamental apresentou resultado significativamente melhor do que o grupo com inclus?o da abordagem logoter?pica quanto ? redu??o de stress e burnout e melhor realiza??o de sentido. A diferen?a nos resultados pode ser atribu?da a caracter?sticas diferentes das participantes: o grupo que recebeu abordagem com sentido teve idade e tempo de servi?o significativamente superiores ao grupo sem abordagem de sentido; al?m disso, o grupo com abordagem somente cognitivo-comportamental apresentou grau de stress inicial mais elevado em rela??o ao grupo que foi submetido ? abordagem com sentido.
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Yang, TienYu Owen. "The social environment of asthma management in early adolescence." Thesis, University of Oxford, 2009. http://ora.ox.ac.uk/objects/uuid:ee6e9881-f85a-4e57-b046-f56aa53a28b3.
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For adolescents with asthma, adhering to asthma regimes implies not only taking medications to relieve asthma attacks, but also adjusting their life styles in order to prevent asthma attacks. These life style modifications, such as avoiding allergens or having to limit physical activity, sometimes force adolescents to compromise their social life. On the other hand, the impact of such life style modifications on their social life may in turn force adolescents to give up adhering to asthma regimes. Indeed, adolescents are learning to be more independent while they enjoy a more complicated social life at home and at school than previously, and this rapid social development may thus be a great life challenge to adolescents with asthma. This thesis reports four studies which investigated the relationship between multi-dimensional asthma management (in medication and life style regimes) and the social life of young people with asthma at the transitional age from childhood to adolescence (or early adolescence, age 9-14), which also marks the transition from primary school to secondary school. In line with the literature on other adolescent chronic illnesses, study 1 demonstrated a downward trend of multi-dimensional asthma management in early adolescence. This developmental change was further investigated in study 2, 3 and 4, in which theories in behavioural psychology were followed to emphasise human behaviour influenced by the social activities and social relationships in the living environment, or the social environment. This was supplemented by theories in developmental psychology to identify relevant aspects of the social environment in early adolescence, especially the social relationships with parents, school staff and peers. Using quantitative and qualitative approaches, the studies not only supported the direct influence of asthma-specific social support, but also explored some mechanisms with which social relationships influenced asthma management in a more subtle and context-dependent way. By approaching asthma management behaviour with theories from behavioural and developmental psychology, it is also hoped that this thesis could be an example that shows the importance of recognising and to understanding the social life of young adolescents when adolescent behaviour is concerned.
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Urbanová, Marie. "Stres management u pedagogických pracovníků." Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-359180.
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This Master´s Thesis focuses on mapping the occurrence of stress in the occupation of pedagogues, its significance, influence and circumstances which affect it. Furthermore, this thesis maps the occurrence of the burn-out syndrome phenomenon, its manifestations and influences which affect it. Also, the thesis deals with stress management and its potential use in the pedagogic field. In this matter, it mostly deals with time management, self-reflection and the influence of positive orientation. In this thesis, the used methods were the use of questionnaires among the educationalists and also dialogues with selected headmasters. The results confirm the existence of connection between the values of the burn-out syndrome and the length of pedagogic career, the age of a person, sex and other studied aspects. Nevertheless, it is important to point out, that the hypotheses based on the studied literature were not confirmed.
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Kuok, Oi Mei. "Occupational stress of university teachers in China." Thesis, University of Macau, 1998. http://umaclib3.umac.mo/record=b1636732.
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Zhang, Lili. "Stress and coping among women academics in research universities of China /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23295934.
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Harvey, Yanick. "Le problème du stress et sa gestion chez les enseignants à l'ordre primaire : une exploration /." Thèse, Chicoutimi : Université du Québec à Chicoutimi, 2002. http://theses.uqac.ca.
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張莉莉 and Lili Zhang. "Stress and coping among women academics in research universities of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B29866248.
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Johnson, Bonita Morgan White Bonnie J. "Factors contributing to stress In business/marketing educators resulting from administration, school climate, and resources." Auburn, Ala, 2008. http://repo.lib.auburn.edu/2007%20Fall%20Dissertations/Johnson_Bonita_2.pdf.
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Evans, Paul Eirwyn. "An analysis of secondary teachers' perceived stress linked to the management styles of their Heads of Department." Thesis, Open University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273368.
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Burger, Trudie. "Emotional intelligence and well-being in teachers." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1727.
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Thesis (MComm (Industrial Psychology))--University of Stellenbosch, 2009.ENGLISH ABSTRACT: Teachers in the post-apartheid South Africa experience multiple, complex and constantly changing requirements within the teaching context, which contributes to high levels of stress. They are often faced with different challenges than those in more developed countries. For example, a lack of sufficient resources is a common occurrence in schools in South Africa. Furthermore, teachers regularly engage in multiple roles (e.g. that of the educator, social worker, nurse, etc.) Hence, some researchers identify teaching as a particularly stressful occupation, and suggest that teachers experience disproportionately high levels of stress, when compared to other occupations. Some reasons provided for the occurrence of this include long working hours, high workloads, lack of discipline and respect from learners, and the new South African curriculum, enforcing learner-centred or cooperative teaching methods. Consequences of teachers experiencing high levels of stress have ultimately resulted in the South African government admitting that they are facing a shortage in skilled teachers. Therefore, promoting the well-being of teachers is crucial. There is a need to invest in teacher well-being, in order to reduce the occurrence and consequences of stress in the workplace. The central role that emotions play in the stress process is increasingly recognised. It is said that an individual will experience stress and strain, if they perceive the situation as negative or stressful. For this reason, emotional intelligence (EI) has led to a new focus on the role of emotions in the workplace. More specifically, EI involves expressing, recognising, understanding and managing emotions. Research has proven that EI serves a buffering role against stress, and those individuals with higher EI experience better overall health.
AFRIKAANSE OPSOMMING: In ‘n post-apartheid era kom Suid Afrikaanse onderwysers te staan teen ‘n stel vereistes wat voortdurend verander, asook kompleks en veelvoudig van aard is. Binne die opvoedkunde konteks dra hierdie faktore by tot hoë vlakke van stres. In kontras met ontwikkelde lande, staar Suid Afrikaanse onderwysers verskillende uitdagings in die gesig. Een voorbeeld behels die gebrek aan genoegsame hulpbronne, `n algemene verskynsel in Suid Afrikaanse skole. Voorts vervul onderwysers ook voortdurend verskeie rolle (bv. opvoeder, maatskaplike werker, verpleegster ens.). In vergeleke met ander beroepe, het sommige navorsers al uitgewys dat onderwysers aan buitengewone hoë stresvlakke blootgestel word. Hierdie hoë voorkoms van stres kan toe geskryf word aan lang werksure, hoë werkslading, gebrek aan dissipline en respek van leerders, asook die nuwe Suid-Afrikaanse kurrikulum wat leerder-gefokusde en uitkomsgebaseerde metodes afdwing. Gevolglik het die Suid-Afrikaanse regering onlangs erken dat daar tans ‘n gebrek aan opgeleide onderwysers bestaan. Daar is `n behoefte om in onderwysers se welstand te belê, ten einde die voorkoms en gevolge van stres in die werksplek te verminder. Die sentrale rol wat emosies speel in die stres-proses ontvang toenemend meer erkenning. Daar word aangevoer dat individue stres en spanning sal ondervind, indien hulle die situasie as negatief evalueer. Emosionele intelligensie (EI) het dus gelei tot ‘n nuwe bewustheid van die rol wat emosies in die werksplek speel. EI behels die uitdrukking, erkenning, begrip en bestuur van emosies. Navorsing toon dat EI ‘n buffer teen stres vorm, en diegene met hoër vlakke van EI ervaar beter algehele gesondheid. Tot op hede, is daar egter min navorsing gedoen ten opsigte van die rol wat EI vertolk in die stres-proses soos wat dit spesifiek deur onderwysers ervaar word. Hierdie tesis het die verwantskap tussen EI en beroepsverwante stres, spanning (fisiese- en sielkundige welstand), en die uitkomste van stres (werksatisfaksie, organisatoriese toewyding en werk-familie konflik) ondersoek.
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Jackson, Colleen Anne, and cjackson@outreachdev com au. "A salutogenic approach to the management of critical incidents an examination of teacher's stress responses and coping, and school management strategies and interventions." Swinburne University of Technology, 2003. http://adt.lib.swin.edu.au./public/adt-VSWT20050224.113610.
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This thesis addresses the identification of critical incidents in schools, the factors influencing teachers' coping, and the implications for crisis intervention and management. An argument is developed that school communities may be best served by a salutogenic (wellness) perspective for crisis response and recovery, which focuses on the personal and collective resources that contribute to successful coping and mental health. Three aims were addressed. First considered was the potential for commonly occuring events (e.g., the death or injury of a teacher or student, assault, vandalism or damage to school property, professional misconduct on the part of a teacher), to evoke stress, grief, or trauma responses in individuals and organisations. Emphasised was the nature of individual differences in responses to such critical incidents, and ways of dealing effectively with the varying character and intensity of such responses. The second aim was to examine the influence of pre-existing personal wellbeing and resources on individuals' responses, adjustment and growth after an incident. The third aim was to explore the interface between the individual and the organisation following critical incidents, and the nature and impact of intervention and management strategies on an individuals' sense of wellbeing and ongoing investment within the organisation. Two related studies investigated the impact of critical incidents on teachers. In Study 1, 245 teachers completed a self-report questionnaire that gathered quantitative data comprising three measures of personality and positive functioning (Psychological Wellbeing & Sense of Coherence), demographic data, and teachers' previous experience of critical incidents. Teachers also provided an autobiographical account of a personally significant critical incident. Results showed that commonly occuring events, such as the death of a student or teacher, and other issues such as professional misconduct of a colleague, professional conflict, theft and vandalism were regarded as critical incidents by teachers. The four distinct response categories indentified (negative feelings, positive cognitions, negative conditions, & negative impact on functioning) were characteristically grief or stress responses rather than those associated with psychological trauma. Significant relationships were identified among the personality variables and the measures of positive functioning. Extraversion was positively related to positive functioning, and introversion negatively related. The findings point to personal and collective issues that have the potential to facilitate and enhance coping and recovery after a critical incident. In particular, six management strategies (Wellness Factors), comprising both personal and organisational components, emerged as potential contributors to ongoing psychological wellbeing, sense of coherence, and posttraumatic growth outcomes. These Wellness Factors were identified as: (a) emotional and practical support; (b) active involvement; (c) responding according to individual need; (d) access to information; (e) readiness; and (f) leadership. Study 2 involved a more detailed examination of the experience of 30 teachers following a critical incident subsequent to the completion of Study 1. This study examined personality, posttraumatic growth and personal trauma history (gathered through a self-report questionnaire), in conjunction with the pre-event personal characteristics gathered in Study 1. The second component of Study 2 consisted of a semi-structured interview that explored the teachers' personal experiences of the critical incident. Results revealed that PCI Extraversion showed significant positive relationships with Psychological Wellbeing and Sense of Coherence. PCI Emotionality showed a significant positive relationships with Posttraumatic Growth. Interview data showed that 22.5% of teachers reported a high incidence of Acute Stress responses (DSM-IV-TR criteria). In addition, anger directed at the school's leadership, and conflict between disillusionment with authority and the impact of the event. Strong negative relationships were identified among Extraversion and Openness, and the Wellness factors. Results showed that moderate stress responses are associated with Posttraumatic Growth at a personal level. However, the same responses can evoke disillusionment and cynicism at an organisational level. The findings are discussed in terms of the personal and organisational factors that contribute to healing and recovery following critical incidents. Implications for critical incident management planning, intervention and recovery are considered, along with directions for future research.
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Jacobs, Cleo Lynne. "The relationship between stress factors and workplace outcomes amongst educators in the Western Cape province." University of the Western cape, 2016. http://hdl.handle.net/11394/5565.
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Magister Commercii (Industrial Psychology) - MCom(IPS)Quality education is regarded as a powerful tool in ensuring the economic, democratic and social development of nations (Kubberud, Helland & Smith, 1999). To deliver quality education, well functioning teachers are needed (Kubberud, Helland & Smith, 1999) Substantial evidence exists showing that a significant number of teachers worldwide struggle with high levels of distress and burnout (Chaplain et al., 2003). Change in the work environment is often regarded as stressful and can lead to decrease in a sense of general well-being amongst teachers (Verhaeghe, Vlerick, Gemmel, Van Maele & De Backer, 2006). Internal and external factors of change management have shaped the teaching environment in South Africa and have contributed to instability with regard to motivational levels of teachers in recent years. Actions such as intentions of leaving the teaching profession and quitting their job, could have resulted due to feelings of low job satisfaction. However, job satisfaction is not only reflected in high labour turnover but as well in absenteeism, being unproductive or even being unwell at work (Jackson, Rothmann & Van de Vijver, 2006). Continuous exposure to things like high job demands, lack of job resources, change, competitiveness and rivalry, can result in stress and burnout. Stressful events may lead to ill- health and might impact negatively on the work-related well-being of employees. The purpose of the research paper was to grasp the effects of stress factors (namely work overload and work/family conflict) on educators and to establish to what extent it contributes to the workplace outcomes of those educators in terms of their work engagement, job satisfaction levels and the intention to quit. A quantative research method was use to generate the results, by means of survey distribution to the targeted population. The results found that work family conflict and job overload did not explain a significant proportion of the variance in work engagement, job satisfaction or intention to quit.
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Johnson, Sharon Mary. "Impact of stress and burnout interventions on educators in high-risk secondary schools." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85642.
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Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: This study focused on the plight of teachers in the challenging traumatic context of high-risk schools on the Cape Flats, Western Cape, South Africa. Study aims were to measure the stress and burnout of educators and analyse the effect of three different interventions using psycho-educational workshops. Forty-three educators in three secondary schools took part for 15 hours in total over 10 weeks, as well as a control group of 20 teachers. Interventions were grounded in trauma release exercises (TRE), transpersonal psychology (TP) and transactional analysis (TA) practice, and can be conceptualised as primarily physical, emotional and cognitive approaches to stress and burnout prevention. In a mixed-methods study based on the transactional stress model, quantitative data comprised statistical analysis of stress, personal, work and learner-induced burnout and well-being, at the pre- and post-intervention stages. An analysis of the text coding of the educators’ stress, burnout, coping and well-being accounts followed. The study then focused on qualitative thematic analysis of the focus group interviews. Perceived stress was significantly different between the three intervention groups and control group and learner burnout was significantly reduced in the TRE (p=0.02) and TA (p=0.02) groups. There were trends for stress and burnout reduction for the TP group. Coding analysis focused on the intra-and inter-individual TRE, TP and TA tools that had an impact on educators in their efforts to cope with stress and burnout. Focus group interviews gave thematic insights into physical, emotional and cognitive responses to stress and burnout interventions on the individual, interpersonal and organisational levels and revealed new perspectives on classroom competency, with educators taking more responsibility for discipline in the classroom, their greatest stressor. This study indicated that TRE, TP and TA interventions offer educators in high-risk schools physiological, affective and cognitive approaches to dealing with threat and trauma, assisting with stress and burnout reduction, facilitating renewed insights into classroom competency.
AFRIKAANSE OPSOMMING: Hierdie studie het gefokus op die toestand van onderwysers in die uitdagende, traumatiese konteks van hoë-risiko skole op die Kaapse Vlakte van die Wes-Kaap, Suid-Afrika. Die doelstellings van die ondersoek was om stres en uitbranding by onderwysers te meet en om die invloed van drie verskillende intervensies, in die vorm van psigo-opvoedkundige werkswinkels, te analiseer. Drie-en-veertig opvoeders in drie sekondêre skole het oor 10 weke vir 15 uur in totaal deelgeneem, sowel as ‘n kontrolegroep van 20 onderwysers. Die ingrypings is gegrond in die praktyke van trauma-ontladingsoefeninge (trauma release exercises [TRE]), transpersoonlike sielkunde (transpersonal psychology [TP]) en transaksionele analise (transactional analysis [TA]), en kan hoofsaaklik as fisiese, emosionele en kognitiewe benaderings tot die voorkoming van stres en uitbranding gekonseptualiseer word. In ’n gemengde metode studie gebaseer op die transaksionele stresmodel, het die kwantitatiewe data bestaan uit statistiese analises van stres, persoonlike, werks- en leerdergeïnduseerde uitbranding en welstand, vóór en ná die ingrypings. Dit is gevolg deur ’n analise van die tekskodering van die opvoeders se verslae oor hulle stres, uitbranding, behartiging en welstand. Die studie het hierna gefokus op ’n kwalitatiewe tematiese analise van die fokusgroeponderhoude. Waargenome stres het beduidend tussen die drie intervensiegroepe en die kontrolegroep verskil en leerderuitbranding het beduidend in die TRE (p=.02) en TA (p=.02) groepe verminder. Daar was tekens van vermindering van stres en uitbranding in die TP groep. Koderingsanalise het gefokus op die intra- en inter-individuele TRE, TP en TA gereedskap wat ’n impak op opvoeders gehad het in hulle pogings om stres en uitbranding te hanteer. Fokusgroeponderhoude het tematiese insigte oor die fisiese, emosionele en kognitiewe reaksies op stres- en uitbrandingsingrypings op die individuele, interpersoonlike en organisatoriese vlak verskaf, met onderwysers wat groter verantwoordelikheid geneem het vir dissipline in die klaskamer, wat hulle vernaamste stressor is. Hierdie studie dui daarop dat TRE-, TP- en TA-ingrypings aan opvoeders in hoë-risiko skole fisiologiese, affektiewe en kognitiewe benaderings bied om bedreiging en trauma te hanteer. Dit dra by tot ’n vermindering van stres en uitbranding en fasiliteer nuwe insigte in klaskamerbevoegdheid.
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Van, Wyk Mirna F. "Emotional-social competencies that enhance wellness in teachers : an exploratory study /." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1277.
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Sesenyamotse, Kedibone Jeannette. "Teacher stress : a study of high school teachers in the Northern Cape." Thesis, 1996. http://hdl.handle.net/10413/9961.
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The purpose of this research was to establish what the major stressors of black High school teachers in the Kimberley Area, Northern Cape, were. At the same time the research had to establish whether gender and number of years teaching made any difference to the stress experienced. A list of 16 stressors had to be rank ordered, too. Finally, the researcher wanted to
know why, if teaching is so stressful, were the teachers still doing it. This information would then be used to advise education administrators as to what to attend to in order to reduce the stressful effect of these stressors, thereby enabling the teacher to do a better job. The literature confirms the need for stress, saying that a life without stress is death. We need an
amount of stress that will motivate us to achieve. When this amount becomes too much, and the stressed person feels that he/she is being stressed beyond his/her ability to cope, then distress takes over. If the person cannot cope then the person is at risk. This would be manifested
physiologically, psychologically or emotionally. It is critical that coping skills are given to teachers to enable them to handle their stress well. It is very important to remember that any stressor is neutral - it depends on how the person perceives the stress. This gives rise to the fact that the same stressor will affect different people differently at different times of their life.
However, stress is manageable! A survey was conducted wherein questionnaires were sent to High Schools in the Kimberley Area, some were mailed and others were hand delivered, depending on the school's geographic proximity to the researcher. The returns were analysed question by question, separating the responses of the male from the female teachers as well as the responses from each experience group. An average per question combining all experience groups but separating the male and female groups, was computed. Rank ordering of the stressors was made taking the average responses per group of questions per stressor. Finally, the main reasons for staying in teaching were also rank ordered. The key findings, guided by the research questions, were the following: (a) the top ranking stressors were not significantly different between the genders nor between the groups of experience in teaching;
(b) teachers are still teaching because they "love to teach". Some suspected stressors investigated were found not to be stressors at all. The areas that will need to be addressed by the authorities so as to reduce the harmful stress effects on the teachers are: teacher unions, students' involvement in politics, time management, class composition, parent/teacher relations and promotions. When these are addressed, the teachers will be less stressed and thus able to do a good job.Thesis (M.Ed.)-University of Durban-Westville, 1996.
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Lin, Ting-ju, and 林亭如. "Relationship between Teacher Job Stress, Teacher Efficacy and Effective Teaching Behavior for Food and Beverage Management Teachers in Vocational High school." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/93147161627325695011.
Full textAbstract:
碩士中國文化大學
生活應用科學研究所
93
Food and beverage management recently experience huge demand on market, and thus the number of students majoring in this field is gradually increasing. Food and beverage management teachers play crucial roles in the education, and thus the great expectation for quality teaching bring them high degree of job stress. Besides, to improve the quality of food and beverage education, it is important to enhance the teacher efficacy and effective teaching behavior. Therefore, the purpose of this study investigates teachers’ job stress and teacher efficacy so as to understand their impact to effective teaching behavior. This analysis is based on the questionnaires of full-time and part-time teachers of food and beverage department in vocational high school in Taiwan. A total number of 567 teachers from 73 public/private vocational high schools have been introduced into this general survey. The questionnaire comprises four sections, including: “personal background survey”, “job stress scale”, “teacher efficacy scale”, and “effective teaching behavior scale”. Survey results are analyzed statistically with frequency distribution, percentage, averaged number, standard deviation, single t-test, independent t-test, one-way ANOVA, Pearson’s product-moment correlation, multiple stepwise regression, and etc. This research is concluded as follows: 1.Over eighty-five percent teachers are females in food and beverage management department in vocational high school. 2.About thirty-five percent of food and beverage management teachers in vocational high school are young teachers, whoa are aged between 26-30 years old. 3.About fifty-five percent of food and beverage management teachers in vocational high school are single. 4.About forty percent of food and beverage management teachers in vocational high school are general college graduates. 5.Nearly fifty-five percent of food and beverage management teachers in vocational high school also function as class directors. 6.About seventy-five percent of food and beverage management teachers in vocational high school are qualified teachers. 7.About half of the food and beverage management teachers in vocational high school are entry-level teachers with less than 5 years teaching experience. 8.Eight-five percent of the departments of food and beverage management belong to private vocational high schools. 9.The student-related issues take the major part of job stress to those teachers to tend to medium stress. 10.The teacher efficacy of food and beverage management teachers in vocational high school is in “good” level, and performance efficacy hold better teacher efficacy. 11.The effective teaching behavior of food and beverage management teachers in vocational high school is in “good” level. 12.Female teachers experience obviously higher overall job stress than male teachers; young teachers experience obviously higher overall job stress than elder teachers; single teachers experience obviously higher overall job stress than married teachers; the impact of student-related stress depend on the job as full-time teacher or class director; school-related and external-related job stress differs between teacher qualification; entry-level teachers experience remarkable higher overall job stress than experienced teachers; private school teacher experience remarkable higher job stress than public school teachers. 13.Eminent difference in performance efficacy exist among ages; eminent difference in performance efficacy exist among marital status; full-time teacher (not involved in any administration job) demonstrate remarkably better overall teacher efficacy than teachers with class director responsibility; experienced teachers demonstrate remarkably better teacher efficacy than entry-level teachers; public school teachers demonstrate remarkably better teacher efficacy than private school teachers. 14.Elder teachers demonstrate remarkably better overall effective teaching behavior than younger teachers; married teachers demonstrate remarkably better overall effective teaching behavior than single teachers; experienced teachers demonstrate remarkably better overall effective teaching behavior than entry-level teachers; public school teachers demonstrate remarkably better overall effective teaching behavior than private school teachers 15.Eminent differences of teacher’s effective teaching behavior exist due to discrepancy in overall job stress and teacher efficacy. 16.Low negative relationship exists between job stress and teacher efficiency. Higher job stress correlates with lower teacher efficiency. 17.Lower negative relationship exists between job stress and effective teaching behavior. Higher job stress correlates with lower effective teaching behavior. 18.Noticeable high positive relationship exists between teacher efficiency and effective teaching behavior. Higher teacher efficiency correlates with higher effective teaching behavior. 19.“Performance efficacy”, “role positioning”, “school factor”, and “external factor” can most effectively predict teachers’ effective teaching behavior. Our study suggest that teachers are encouraged to cultivate leisure habits in order to relieve their job stress; besides, they should actively participate in food and beverage training courses to broaden their knowledge and vision so as to have better teaching performance. To advance teacher’s efficacy, schools should decrease their load from non-teaching related issues, initiate stress management courses, and take adequate encouraging measures for teachers. For government organization in education, more emphasis should be put on fostering qualified teachers, improving teaching environment, and providing growth group activities in order to better teacher’s performance in effective teaching behavior.
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Burger, Elana. "Riglyne aan onderwysers in die hantering van geweldgetraumatiseerde leerders." Thesis, 2014. http://hdl.handle.net/10210/10926.
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M.Ed. (Educational Psychology)The changing political and social situation in South Africa can be associated with the current violence and poverty in especially the more rural areas. As a result large numbers of black learners are directly or indirectly exposed to violent traumatic incidences. Research indicates that exposure to violent trauma can lead to the development of psychological and emotional disturbances and in particular the development of post traumatic stress disorder. Due to a lack of support systems and accessibility thereof, large numbers of learners exposed to violent trauma are in need of assistance. The learners have serious emotional problems and are also experiencing learning and behavioral problems. Teachers also seem to experience difficulty in handling these traumatized learners, due to a lack of appropriate skills and knowledge. The aim of the study was to identify the needs of teachers in handling learners traumatized by violent incidences and to develop guidelines for teachers in assisting the learners with the purpose of reducing the psychological and emotional effects of the violent trauma. The point of departure of the study was based on the assumption that the educational system needs to support every learner in becoming a healthy member of society through optimal education and development. Eight teachers, two principals and a community worker from two different schools in a predominantly brown area participated in the study. By means of focus group interviews and informal interviews the needs and problems in handling traumatized learners were identified and discussed. The teachers then received training in identifying the symptoms of the learner who has been traumatized by violent trauma. After that, guidelines were supplied to assist teachers in the debriefing of the learner's traumatic symptoms and emotions. These sessions took place over a period of three weeks. The results indicated that the teachers experience difficulty with identifying and handling the traumatized learners in the class. As a result of the study, a number of guidelines, based on the themes that were identified by the analysis of the data, have been developed for teachers in the handling of the traumatized learner
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Van, den Berg Reinette. "Stresbelewing en -hantering by onderwysers." Diss., 2003. http://hdl.handle.net/10500/1059.
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Text in AfrikaansThis study ascertains the extent of the experience of stress and the nature of stress management by educators. The literature showed that stress is defined from various theoretical perspectives; various approaches to stress management exist; and educators manage stress in various ways. This study defines stress from a cognitive-transactional perspective. A qualitative research method was used, descriptive data were generated by focus groups and inductively analysed. The results show that educators experienced stress ( much as seen in the literature) due to organisational, management and personal factors. According to this research, educators experience stress on the physical, emotional, social and intellectual levels. Educators' efforts to deal with stress reflect direct techniques such as seeking personal support and using confrontational techniques, as well as indirect techniques which encompass intellectual and physical techniques. Finally the development of a stress management program for educators is recommended.
Educational Studies
M. Ed. (Guidance and Counselling)
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廖美香. "A study on the relationships between teacher job stress and emotional management of the elementary school teachers in Taoyuan County." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/36035201222914618795.
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FANG, HUANG YA, and 黃雅芳. "A Study on the Relationship between Teacher Job Stress and Classroom Management Effectiveness of Elementary School Teachers in Taichung City." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/08597035185162823871.
Full textAbstract:
碩士國立臺中教育大學
教育學系
98
The purpose of this research was to understand the relationship between teacher job stress and classroom management effectiveness of elementary school teachers in Taichung City. Based on the research results, this study also offers suggestions to educational authorities, school educators, teachers and further researchers as reference. To achieve the main purposes mentioned above, a total of 40 elementary schools, 516 teachers were sampled from Taichung City. A total of 482 questionnaires were evaluated as valid (valid rate 93.41%). Literature review, a ”Questionnaire of Elementary School Teacher Job Stress and Classroom Management Effectiveness” was developed for research. The statistical techniques were the arithmetic mean, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, and stepwise multiple regression analysis. The conclusions of this study were summarized as follows: 1. The current status of the elementary school Teacher Job Stress is in the lower end of this scale. 2. The current status of the elementary school Classroom Management Effectiveness is in the upper end of this scale. 3. The sensing of Working Load stress and Classroom Teaching stress aspect of the elementary school teachers whose gender is male higher than female. 4. The sensing of Classroom Teaching stress aspect of the elementary school teachers whose seniority is under 5 years and 6-10 years higher than 11-20 years. 5. The sensing of each aspects and the whole aspect of Classroom Management Effectiveness of the elementary school teachers whose marital is married higher than unmarried. 6. The sensing of Classroom Regular aspect of Classroom Management Effectiveness of the elementary school teachers whose seniority is 11-20 years and above 21years higher than under 5 years, and above 21years higher than 6-10 years. 7. The sensing of the whole aspect Classroom Management Effectiveness of the elementary school teachers whose seniority is 11-20 years and above 21 years higher than under 5 years. 8. There was a relation between the elementary school Teacher Job Stress and Classroom Management Effectiveness. 9. The elementary school Teacher Job Stress can predict the Classroom Management Effectiveness significantly.
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Matla, Shabe Jonas. "The management of teacher-occupational stress at primary schools in Sedibeng District 8, Gauteng Province." Diss., 2014. http://hdl.handle.net/10500/18259.
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This study aimed at establishing the role played by school management teams in managing teacher-occupational-stress in Sedibeng West District primary schools in the Gauteng province. The investigation was conducted using a quantitative research approach.
The changes in South African schools’ curriculum which did not have a life span of ten years post-apartheid; the rate of absenteeism pointed out by the Minister of Basic Education Angie Motshega. She believed that these may be caused by serious illness; therefore it impressed the idea of investigating the role played by school management teams in managing teacher-occupational stress. The study looks at the following two research questions:
What are the causes of teacher-occupational-stress?
What role can the school management teams play in managing teacher-occupational-stress?
A questionnaire was used as an instrument of data collection from primary schools in Sedibeng West district 8 in the Gauteng province. The researcher’s sample size was 32 (n=32).
Findings were that the school management teams are playing their roles and supporting teachers. However, teachers find their teaching job to be stressful. The study found significant factors causing teacher-occupational-stress. One of the factors is failure by the school management team to acknowledge teachers hard work. Recommendations are outlined at the end of this study indicating how the Department of Basic Education can intervene and what the school management teams can do to manage teacher occupational stress.Educational Management and Leadership
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Huei-Fen, Li, and 李慧芬. "The Study of the Correlation among the Junior High School Teachers' Role Stress, Emotional Management and Teacher Efficacy in Kaohsiung City." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/54354232913063012355.
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碩士國立高雄師範大學
成人教育研究所
96
The Study of the Correlation among the Junior High School Teachers' Role Stress, Emotional Management and Teacher Efficacy in Kaohsiung City Advisor: Dr. Pei-tsuen Tsai Student: Huei-fen Li Abstract This research aims at figuring out that the correlation among the junior high school teachers’ role stress, emotional management and teacher efficacy in Kaohsiung City. Besides, understand the different background factors to influence the junior high school teachers’ role stress, emotional management and teacher efficacy in Kaohsiung City. Also, analyze the prediction of the three variables in my study as well. For supporting the above-mentioned purposes, researching this study with the number of currently junior high schools’ teachers is 600 by the “Scale Questionnaire of the correlation of the junior high school teachers’ role stress, emotional management and teacher efficacy in Kaohsiung City.”592 questionnaire surveys are retrieved and 583 are valid questionnaires. All statistic analysis was performed on SPSS 12.0 for Windows software. The research tells: I.The junior high school teachers gain a middle level of role stress, particularly in the role ambiguity with being the profound factor. II.The junior high school teachers get a middle level of emotion management, especially on the emotional awareness. III.The junior high school teachers perform good jobs at the teaching efficacy, and emphasize the teaching interactions. But, they must compensate much more on “resistance of teaching ideas” and “making-up teaching strategies”. IV.The teachers’ role stress of the size of junior high school about 37-69 classes is better than the size of the junior high school below 36 classes. V.The female married teachers’ emotional management are greater than the male single teachers in Kaohsiung City. VI.The female married teachers who serve about16-25 years in the size of the 37-69 classes junior high school, and with the age of 41-50, have the 40-credit-class degree as well show the terrific teaching efficacy. VII.The general junior high school teachers’ role stress isn’t relevant of theirs emotional management. VIII.The general junior high school teachers’ role stress expresses the relation with the teaching efficacy. IX.The general junior high school teachers’ emotional management related with the teaching efficacy. X.The junior high school teachers’ role ambiguity, emotional expression and emotional adjustment influence the teaching efficacy, particularly the “role ambiguity” with the highest predictability. My research suggests: I.To the junior high teachers in Kaohsiung City: 1.Self-adjustment and support-finding for transferring the role ambiguity: attendance about the spontaneity courses outside the school, particularly for the teachers in the middle-scale schools of Kaohsiung City and making up the teachers’ role position. 2.Be used to having the positive thinking for eliciting the negative emotion: attendance the emotional adjustment and expression courses, especially for the male single teachers and providing the teaching experience sharing system related to the female teacher who have served about16-25 years and own the 40-credit-class degree. 3.Strengthen personal educational passion and the flexible teaching strategies and be active to interact with others for mastering educational quality, such as joining the strategic alliance which are based on the female married teachers with the age of 41-50 and visiting other organizations(schools and chain stores) for stimulating the educational idea. II.For the administration: 1.Much clearer teachers’ job role position in the middle-scale schools (37-69 classes) for reducing the teacher role ambiguity. 2.To set up the vivid teaching atmosphere for enhancing the teachers’ emotional adjustment and expression. 3.To enforce the stable education policy and apply the standard teaching environment for the teachers. 4.To hold the professional growth courses for enriching the teachers’ teaching passion and strategies. III.For the future research: 1.Research scope: Enlarge the size of sampling as to broaden the research. 2.Objects of the Research: Need more junior high schools’ teachers in other areas. 3.Research variables: Attach much more possible variables. 4.Research methods: Add the unstructured questionnaire, face-to-face interviewing and Participant Method in my research.
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Hsu, June-Fang, and 徐詠芳. "The Relationships among Teacher''s Emotion Management,Job Stress and Efficacy of Vocational Senior High Schools." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/86959051574084548801.
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碩士國立雲林科技大學
技術及職業教育研究所碩士班
97
This research aims to explore the relationship of teacher’s emotion management, job stress and efficacy in vocational high schools with questionnaires. By stratified sampling, we acquired 198 valid questionnaires from 240 vocational senior high school teachers from Taoyuan, Xinchu and Miaoli, and the valid response rate was 82.5%. The self-complied “ Teacher’s emotion management scale”, “ Teacher’s job stress scale” and “Teacher’s efficacy scale” were used as the research tools. The findings of this research are summarized as follows: 1. There is almost no effect between teacher’s job stress and efficacy. 2. As to teacher’s emotion management, teachers who have higher ability to manage their emotion have higher teaching efficacy, and vice versa. 3. There is a negative correlation between teacher’s job stress and emotion management. When teachers are under higher stress, they have lower ability to manage their emotion. When teachers have higher ability to management their emotion, they are under lower stress. 4. The prediction of this research: teacher’s job stress has higher effect on teacher’s emotion management.
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Govender, Magesvari. "The role of the principal in the management of teacher stress in selected secondary schools in Chatsworth." Thesis, 2002. http://hdl.handle.net/10321/1852.
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Mini-dissertation submitted in partial compliance with the requirements for the Master's Degree in Technology: Education, Technikon Natal, 2002.South Africa has been undergoing political change and this has impacted on education. There have been major shifts in education policy, structures and curriculum. Stakeholders in education and teachers, in particular, have had to cope with this new reality. As a result of the changes in education, teachers have been confronted with a variety of problems such as fewer resources, an increase in working hours and having to perform numerous administrative and fund-raising tasks. New school management structures have been established, class sizes have been altered and Outcomes-based Education has been introduced. Poor working conditions, increased workload, role conflict and ambiguity, the threat of redundancy and re-deployment, time pressures and pupil problems are additional stressors that teachers find themselves exposed to at school. These are but some of the stressors that have contributed towards teachers experiencing stress at school and which have impacted negatively on their work performance. However, at both the Education Department level as well as at school level, very little appears to be done to address the problem of teacher stress despite the negative impact that teacher stress has on the work performance of teachers. In order for schools to function efficiently and effectively, school management authorities will have to devise appropriate strategies to manage teacher stress. This study is confined to those aspects of teacher stress that impact negatively on teacher performance and that are within the scope of the principal's responsibilities at school. It Page vii investigates whether teacher stress is a management issue by examining its impact on the work performance of teachers at school, identifies school-based and school-related stressors and presents a set of recommendations that can be used by school principals to manage teacher stress in secondary schools. The findings of this study are also compared with the
M
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Lekomo, Ojonla. "Management strategies to alleviate the effects of stress and burnout on secondary school teachers within Ekurhuleni district in Gauteng province." Diss., 2018. http://uir.unisa.ac.za/handle/10500/25648.
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The researcher investigated ways of alleviating stress and burnout among secondary school teachers. In this regard, factors causing teacher stress and burnout, the effect of stress and burnout on the quality of teaching and learning, support structures offered by secondary schools, and coping strategies to deal with stress and burnout were relevant.
A total of 20 participants consisting of 12 teachers and 8 school management team members were interviewed using individual and focus group interviews, and participant observation. Findings revealed that teachers are experiencing a range of stressors of a consistent and prolonged nature leading to burnout. The allocation of unfamiliar subjects as a stressor appeared to be a new finding not noted in any of the previous literature. Stress and burnout constitute a threat to teacher retention and effective teaching and learning. Support structures offered to teachers are inadequate, resulting in teachers using ineffective stress coping strategies.Die navorser het maniere ondersoek om spanning en uitbranding by hoërskoolonderwysers te verlig. In hierdie verband was faktore wat spanning en uitbranding tot gevolg het, die effek van spanning en uitbranding op die kwaliteit van onderrig en leer, ondersteuningstrukture wat deur skole aangebied word, en strategieë om spanning en uitbranding te hanteer van toepassing. Onderhoude, individueel en fokusgroep, is met 20 deelnemers, 12 onderwysers en 8 lede van die skoolbeheerraad gevoer. Data is ook met deelnemerwaarneming ingesamel. Navorsingsbevindinge toon aan dat onderwysers volgehoue spanning ervaar wat tot uitbranding lei. Die toewysing van vakke waarmee onderwysers nie vertroud is nie is as ‘n bevinding geïdentifiseer wat nie algemeen in die literatuur opgeteken is nie. Spanning en uitbranding affekteer onderwyserbehoud vir die beroep en goeie kwaliteit onderrig en leer negatief. Ondersteuningstrukture vir onderwysers is onvoldoende met die gevolg dat onderwysers geneig is tot die oneffektiewe hantering van spanning.
Umcwaningi ucwaninge izindlela zokuciphisa ukucindezeleka nokushisa phakathi kwabafundisi besikole esiphakeme. Kulokhu, izici ezidala ukucindezeleka nokushisa kothisa, umphumela wokucindezeleka nokushiswa kumhangatho wokufundisa nokufunda, izakhiwo zokusekela ezininkezwa izikole zamabanga aphezulu, Kanye namaqhinga okubhekana nomphumela wokucindezeleka nokushisa kwakufanele. Ingqikithi yabangu-20 yabahlanganyeli abangothisa abangu-12 kanye namalunga eqembu lesiphathimandla sabaphathi abangu-8 besikole babuzwe imibuzo ngokusebenzisa izingxoxo zanye ngabanye kange neqembu lokugxila, Kanye nokubonwa kwabahlangayeli, Kutholakale ukuthi othisha babona ububanzi bokucindezeleka kwendalo eqhubekayo okungaholela ekusheni. Ukwabiwa kwezihloko ezingajwayelekile njengoba ukucindezeleka kubonakala sengathi kuyinto entsha engatholakali ezincwadini zangaphambilini. Ukucindezeleka nokushisa kwakha umsongelo ekugcinweni kothisa Kanye nokufundisa nokufinda okuphumelelayo. Izakhiwo zokuseleka ezinekezwa othisha azanele, ziholela kothisa besenbenzisa amaqhinga okubhekana nokucindezeleka angasebenzi.
Educational Management and Leadership
M. Ed. (Education Management)
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Ngobeni, H. W. "The role of the head of department in alleviating work-related teacher stress in primary schools." Diss., 2006. http://hdl.handle.net/10500/1203.
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Work-related teacher stress is indeed a major problem in schools. The main aim of this study was to investigate the role of the Head of Department in alleviating work-related teacher stress among primary schools in the Temba Circuit. The research problem was investigated by means of a literature study and an empirical investigation. The literature study identified the main causes of teacher related stress. A qualitative inquiry using semi-structured focus group interviews with teachers and semi-structured individual interviews with Heads of Department were conducted in order to find answers to the research questions. It was found that the main sources of teacher stress could be grouped into four main categories, namely, interpersonal, organisational, professional and personal stressors. Guidelines to be considered by Heads of Department to alleviate the stress that teachers under their auspices are encountering were developed on the basis of these four categories of teacher stressors.Further Teacher Education
M. Ed. (Education Management)
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邱欣如. "A Study on the Relationships between Teacher Job Stress and Emotional Management of the Elementary School Teachers in New Taipei City after the Implementation of Activation Curriculums." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/11685285761810650459.
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碩士臺北市立教育大學
心理與諮商教學碩士學位班
100
The aim of this study is to investigate the relationships between teacher job stress and emotional management of the elementary school teachers in New Taipei City after the implementation of activation curriculums. At first, understand the current status of the teacher job stress and emotional management of the elementary school teachers. And then, investigate the deviations of the teacher job stress and emotional management under different situations. Finally, investigate the analysis of the relationships between teacher job stress and emotional management. This study adopted questionnaire survey as a principle approach and objectives were sampled out on purpose. A total of 628 questionnaires were issued with 508 valid questionnaires received from teachers of municipal elementary schools in New Taipei city. The recovery rate was 80.89%.Data were collected through Questionnaire on Teacher job stress and Emotional Management of the elementary school teachers in New Taipei city and analyzed by the methods – statistic analysis, t test, one-way ANOVA, Pearson correlation, and multiple regression. The conclusions of this study are presented as follows： 1. The sense of teacher job stress of elementary school teachers in New Taipei city reached between the medium and high level after the implementation of activation curriculums. 2. New Taipei city Elementary school teachers’ situation of emotional management reached high level. 3. Significant differences were found among New Taipei city elementary school teachers’ job stress in terms of personal background. 4. Significant differences were found among New Taipei city elementary school teachers’ emotional management in terms of personal background. 5. Test results of multiple regression lack the power of explanation in the relationships between teacher job stress and emotional management. According to these conclusions, some suggestions are offered for the teachers and administrative personnel, education administration officials, and future researchers.
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Matwadia, Zyliekha. "The influence of digital media use in classrooms on teacher stress in Gauteng schools." Diss., 2018. http://hdl.handle.net/10500/25504.
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In 2014, Gauteng Education MEC announced the “Big Switch On” project in which he envisaged paperless classrooms in Gauteng schools over the next three years. He also said that this would see digital media such as iPads and other electronic Tablets replacing textbooks and stationery. He had a vision that the chalkboard would disappear and projectors would take their place. When the MEC for Education introduced the Big Switch On project, he emphasised the positive effects that paperless classrooms will have on the learners. Education authorities were concerned about and wanted to improve the quality of learning and teaching for disadvantaged learners. However, the MEC for Education failed to highlight the possible impact that paperless classrooms will have on educators. It is important that educators are given an opportunity to provide input with regard to the implementation of paperless classrooms.
This study will focus on the perceived stress experienced by teachers in Gauteng, whose schools have been part of the Big Switch On project and have had to mandatorily include the use of digital tablets in their classrooms. This study sought to investigate the influence of digital media use in classrooms on teacher stress in Gauteng schools. It is important to conduct a contextual study that explores the perceived stress factors experienced by teachers in the Gauteng schools that were selected in the Big Switch On project. The research from other contexts can only provide general frameworks regarding the constructs involved. It cannot replace the research conducted specifically for the Big Switch On project.
The purpose of this study is threefold. Firstly, the Big Switch On project has been introduced in 2015 in seven Gauteng schools, and was expanded to 375 schools in the following two years. For many schools, this is a first time, thereby rendering it a scarcely researched topic. The implications and effects of the project have yet to be considered. Secondly, it is often assumed that the use of digital tablets in the classroom makes teachers lives easier and reduces their workload. The research that will be undertaken will address this question scientifically to make reliable and valid conclusions that go beyond assumptions. Thirdly, related research has indicated barriers and challenges to the implementation of digital tablets in the classroom. The research will address these barriers and make recommendations regarding future implementation of digital tablets in the classroom.
In this qualitative study, I chose a multi-site case study with purposeful, convenience sampling. Two secondary schools that were part of the Big Switch On project were selected. The classrooms in the schools had smartboards, the teachers were given laptops and learners were given tablets. Furthermore, a lot of money was spent on the upgrade of the infra-structure of the schools. These schools were chosen as sites to study the influence of digital media use in the classroom on teacher stress. I chose to interview all levels of teachers and principals, which would allow me to make comparisons as well as provide me with data from which I would be able to reflect on my own practices. I chose to gather data by means of semi-structured face to face interviews.
The data revealed that teachers were not part of the decision-making process to introduce digital media in the classroom. Although teachers cited benefits, they felt that the challenges were frustrating with the implementation of digital media in the classroom. Teachers expressed that the initial workload increased but felt that it would decrease over time. Whilst teachers felt that the quality of teaching has improved, they indicated that the quality of learning has deteriorated because learners use the tablets for off-task behaviour.
Teachers made recommendations that mirrored the recommendations from the literature and if these concerns are addressed, it would make the implementation of digital media in the classroom more effective and at the same time empower teachers.
In order to address school effectiveness, one needs optimum levels of commitment and performance from teachers. Therefore, it is important to emphasize any notion affecting the performance capability of teachers and learners and to create stress free working conditions. It is with this in mind that the study was conducted.Educational Leadership and Management
M. Ed. (Educational Leadership and Management)
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Masekoameng, Morongwa Constance. "The impact of disciplinary problems on educator morale in secondary schools and implications for management." Diss., 2010. http://hdl.handle.net/10500/4164.
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The aim of this study was to identify the kinds of disciplinary problems educators experience in schools, their causes, as well as their impact on the morale of educators. The researcher made use of a quantitative approach whereby questionnaires were completed by educators from five secondary schools in the Zebediela area. In total, 89 respondents completed the questionnaires. They were from both genders, with various years’ of teaching experience, and generally well qualified.
The results indicated that there indeed existed disciplinary problems in the schools. These problems were caused by factors relating to the learners, to their parents, the educators, as well as to the school principal. The impact of a lack of discipline on educator morale included anger, irritability, tiredness, loss of control, and expressing the wish to leave the teaching profession. The study made recommendations for managers on how to improve the situation, and also for further study. Some limitations of the study were also identified.Further Teacher Education
M.Ed. (Education Management)
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Naicker, Soobramoney Govindsamy. "The role of the principal in managing work-related stress among secondary school educators." Diss., 2003. http://hdl.handle.net/10500/1389.
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Educator stress is a major problem worldwide. This study focuses on the role of the principal in the secondary school in providing support and assisting educators manage work-related stress, with particular reference to schools in Kwa-Zulu Natal, South Africa. The problem was investigated by means of a literature study and empirical investigation. The literature identified perspectives on educators' stress, the stress process of the educator and the principal, causes of work-related stress in educators and coping strategies. Furthermore, principals' leadership styles, theories of motivation and causes of principals' stress were discussed. A qualitative inquiry using focus group interviews was undertaken with a small sample of secondary school educators selected by purposeful sampling. Findings suggested that educator stress was caused by a lack of learner discipline; deterioration in educational standards; workload; policy changes; promotion procedures and the principal's leadership style. Based on the findings, recommendations were made for improvement of practice.Educational Studies
M. Ed. (Education Management)
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Fong, Chong Melanie. "Stress and coping in Gauteng teachers." Thesis, 2011. http://hdl.handle.net/10539/10700.
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Klos, Maureen Lilian. "A historical educational analysis of stress in the pedagogic situation." Diss., 1995. http://hdl.handle.net/10500/17104.
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Summaries in English and AfrikaansText in English
A modem "disease", stress is a universal and eternal problem in the pedagogic situation, where the child becomes an aduh, under adult supervision. Stress - a feeling of pressure or strain - is a problem for contemporary South African children, who automatically respond to stressors (causes of stress), in the same way as children of the past, since human beings have not changed psychobiologically over the millennia. Our bodies and minds should return to a calm state, after our initial stress reaction, but we often remain under stress, which results in emotional/ physical symptoms of distress. Yet history has shown that children can be helped to handle stress, making it a stimulus for growth. Although past societies were not directly conscious of the concept of stress, they taught coping mechanisms to their children. Some of these are generally valid, and provide us with solutions to the problem of stress in the pedagogic situation.
Die modeme "siekte", stres, is eintlik 'n universele en altyddurende probleem in die pedagogiese situasie - die· situasie waar die kind besig is om onder volwasse begeleiding 'n volwassene te word. Stres - 'n gevoel van druk en oorspanning - is 'n probleem vir hedendaagse Suid-Afrikaanse kinders wat maar, net soos die kinders in die verlede, outomaties reageer op "stressors" (faktore wat stres veroorsaak). Die afgelope millenniums het immers bewys dat die mens nie psigobiologies verander het nie. Ons liggaam en gees behoort mstig te word na 'n aanvanklike stres reaksie. Die probleem is dat ons meestal onder stres bly leef met emosionele/ psigiese simptome van angs as die resultaat daarvan. Tog het die geskiedenis bewys dat kinders gehe]p kan word om stres te hanteer en dit eerder as 'n stimulus vir ontwikkeling te benut. Ten spyte van die feit dat samelewings in die verlede nie so bewus was van die konsep van stres nie, het hulle tog sekere tegnieke aan hulle kinders oorgedra om hulle te he]p om hulle stres te hanteer. Sommige van hierdie tegnieke is algemeen geldig en voorsien ons dus van oplossings vir die probleem van stres in die pedagogiese situasie.
Educational Studies
M. Ed. (Educational Studies)
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Nimako, Johnson Gyabaah. "Stress management in schools in the Mafikeng area / Johnson Gyabaah Nimako." Thesis, 2004. http://hdl.handle.net/10394/11383.
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The purpose of this study was to investigate management of stress among educators in schools in Mafikeng area.
It was hoped that a broader understanding of the distinctive factors that account for identification of stressors and how educators try to cope with or manage them and highlight the effects of these stressful experience on the physical domain, emotional health, mental functions, behavioural efficiency, interpersonal relationships and personal productivity on educators, and to provide some guidelines to ways of controlling, managing and combating stress among educators.
A multi-faced instrument technique, comprising a questionnaire and document reviews were employed to gather data. The research paradigm that was used to underpin this study was the survey method where both qualitative and quantitative data were obtained from questionnaire.
The study revealed that educators were stressed up due to numerous factors such as, salary not commensurate with their qualification and experience, ill discipline among learners and work overload etc.
There are suggested methods in how to manage or cope with stress among educators in our schools.
The research had some limitations, which include; the subjects might not at the time of research be able to identify their stressors, hence the results of the study might not be reliable and generalisation of results not possible because only ten schools were selected.Thesis (MBA) North-West University, Mafikeng Campus, 2004
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Mei, Huang Chun, and 黃春梅. "A Study on Public and Private Kindergarten Teachers’ Work Stress and Stress Management Strategies." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/11848660556356156341.
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碩士國立嘉義大學
幼兒教育學系研究所
97
The study aimed at exploring kindergarten teachers’ work stress and their stress management strategies. How teachers’ individual backgrounds affect and correlate with their work stress and stress management strategies were examined. On the basis of research results, suggestions were proposed for the authorities concerned and future studies. Questionnaire survey method was adopted. A questionnaire on Kindergarten Teachers’ Work Stress and Stress Management Strategies was sent out to public and private kindergarten teachers in Chiayi City and Chiayi County, Taiwan. A total of 347 valid responses were received. Statistical methods used for data analysis included mean, standard deviation, t-test, one-way ANOVA and Pearson’s product-moment correlation. The research findings are as follows: 1. A middle-to-high level of overall work stress was reported by respondents. 2. A middle-to-high frequency of use of stress management strategies was reported by respondents. 3. A significant difference was found in work stress levels perceived by kindergarten teachers from different backgrounds. （1）Kindergarten teachers under age of twenty-eight, and ages between twenty-nine and thirty-three feel more stressed about their “career development ”than teachers over ages of forty-three. （2）Single teachers feel more stressed about their “career development”than married teachers with two or more children. （3）Kindergarten teachers with experience less than four years, and teachers with experience between five and eleven years feel more stressed about their “career development” than kindergarten teachers of seniority over nineteen years. （4）Kindergarten teachers graduated from department of children education under or of junior college feel more stressed about their career than teachers graduated from department of children education of teachers’ college with bachelor or master degree. Teachers receiving their bachelor degree of children education from colleges other than teachers’ college feel more stressed about their career than teachers receiving the same degree from teachers’ college. （5）Kindergarten teachers who are in charge of classes comprised of the youngest children feel more stressful “career development” than those in charge of classes with children comprised of mixed ages. 4. A significant difference was found among the stress management strategies employed by teachers from different backgrounds. （1）Teachers of public kindergarten adopt means of “cognitive appraisal” and “emotion control”more frequently than teachers of private schools; while private school teachers use “stall or escape”more often than public school teachers. （2）Teachers who also have administration plural offices tend to use “cognitive appraisal”, “problem settling” and “overall stress management strategy”more frequently than teachers without administration plural offices. 5. A significant positive correlation was observed between ‘Overall Work Stress’ and ‘Overall Stress Management Strategies’.
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CHANG, WEI-FANG, and 張瑋芳. "Effect of Horticultural Therapy on the Stress Management in Substitute Teachers." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/j362eg.
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碩士開南大學
健康照護管理學院健康照護技術碩士班
107
Due to the oncoming low birth rate in Taiwan, when there is vacancy for teacher position, usually substitute teacher will be employed to fill up the vacancy. Facing the uncertain chance of one-year employment basis, substitute teacher took quite large stress in social, family or psychological aspect. The research objectives were to reduce the stress of substitute teachers by using horticultural therapy conducted for 8 weeks. Both the “The efficacy of horticultural therapy evaluation form” and “Zung Self-Rating Depression Scale” were used as evaluation tools. Seven selected clients were participating in horticultural therapy activities. The results showed that after 8 weeks of horticultural therapy programs, all the clients gained significant differences in their well-beings. According to the post test scores of “Zung Self-Rating Depression Scale” all the clients showed a descending trend, the average value of pre-test descended from 37.57 to 32.71 after the test, and gained a significant difference (P value was 0.0057). Our research results proved the efficiency of horticultural therapy that can reduce depression.