Journal articles: 'Teacher Stress Management'

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Yu, Guoliang, Yan Dong, Qi Wang, and Ran An. "Reducing teacher stress: improving humanized management of Chinese teachers." Journal of Chinese Human Resource Management 7, no. 2 (October 10, 2016): 82–99. http://dx.doi.org/10.1108/jchrm-07-2016-0014.

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Purpose To improve humanized management of Chinese teachers, the aim of this study is to, first, investigate the stress of Chinese teachers, and, second, to examine the relationship of teacher stress with coping strategies and social support. Moreover, an attempt is made to examine the moderating role of coping strategies in the relationship between social support and teacher stress. Design/methodology/approach Participants consisted of 363 teachers from 6 public primary and secondary schools (both regular and vocational schools), who completed 3 self-report questionnaires examining teacher stress, coping strategies and social support. The methodology used was t-test, correlation analysis and hierarchical multiple regression analysis. Findings There are more than 50 per cent of primary and secondary school teachers suffering from mild to extremely severe stress. Working environment (regular or vocational schools), gender and age affect teacher stress. Social support and passive strategies have significant relationships with teacher stress, and passive strategies moderate the relationship between social support and teacher stress. Research limitations/implications The study is based on a sample taken from public primary and secondary schools, and the character of the research was cross-sectional. Therefore, we must be cautious in generalizing the findings. An important implication for management of the findings of this study is the importance of humanized management for teachers. To reduce teacher stress, more social support should be provided by educational administrators, and teachers should be trained to avoid using passive strategies. Originality/value Through the investigation into the teacher stress in both regular and vocational schools, this study provides a new point of view for human resource managers to control and reduce teacher stress in China by improved humanized management.

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Siswanto, Hadi. "STRESS MANAGEMENT FOR TEACHERS: REFLECTION ON SCHOOL’S DAILY ACTIVITIES." CENDEKIA: Journal of Education and Teaching 9, no. 2 (September 1, 2015): 207. http://dx.doi.org/10.30957/cendekia.v9i2.334.

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This paper describes common features of stress for employers and specific problems faced by teachers. The focus of the discussion includes stress definition, various factors cause teacher stress, and the effect of stress for the teacher. After understanding all about stress and indication, it is hoped that teacher will be able to identify and diagnose it. The way how to anticipate and cope with the stress is discussed in this paper.

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Stasiunaitiene, Egle, Ilona Kupcikiene, and Lijana Navickiene. "DEALING WITH STRESS IN TEACHER PROFESSION: INDIVIDUAL AND ORGANIZATIONAL STRESS MANAGEMENT MEASURES." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 3 (May 20, 2020): 596. http://dx.doi.org/10.17770/sie2020vol3.4992.

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Teaching is considered to be one of the most stressful professions. Bad social status of teacher in society, low salary, abundance of work roles, the need to work overtime, education reforms, disrespectful behavior of learners, high demands - all these factors and many others cause teachers‘ stress in their professional activity. The study is aimed at identifying individual and organizational practices that are used to cope with teacher stress as well as finding out what are the main stress management gaps and areas which need to be improved at organization level and individually. A quantitative survey conducted in five European countries revealed that the most frequent stress management measures used at individual level relate to rational practices focused on managing thoughts and promoting rational and positive thinking. Also different organizational interventions are implemented at school level to promote teachers’ motivation, participatory environment, open communication and support. However, these measures are insufficient. They need to be strengthened and expanded in order to promote more supportive work environment and trainings targeted to fill the gaps in school staff knowledge and skills on resolving conflicts and stress different management techniques.

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Hepburn, Alexa, and Steven D. Brown. "Teacher Stress and the Management of Accountability." Human Relations 54, no. 6 (June 2001): 691–715. http://dx.doi.org/10.1177/0018726701546001.

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Eskridge, Denise Hawkins, and Donald R. Coker. "Teacher Stress: Symptoms, Causes, and Management Techniques." Clearing House: A Journal of Educational Strategies, Issues and Ideas 58, no. 9 (May 1985): 387–90. http://dx.doi.org/10.1080/00098655.1985.11674153.

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Sikand, Deepa. "Relationship Of Creative Management, Teacher Effectiveness, Teacher Stress And Teacher Commitment With Different Dimensions Of Managerial Leadership." Think India 22, no. 2 (October 31, 2019): 2007–26. http://dx.doi.org/10.26643/think-india.v22i2.9122.

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The present study was conducted to study the relationship of creative management, teacher effectiveness, teacher stress and teacher commitment with different dimensions of managerial leadership. In order to conduct present study 450 teacher educators with doctorate degree and without doctorate degrees, with different levels of experience were selected from 45 selected colleges of education taking 10 teachers from each institution were selected randomly. Creative Management Scale prepared by the investigator, Multifactor Leadership Questionnaire (Bass and Avolio, 2003), Teacher Commitment Questionnaire (AmitKauts and AachalKalia, 2012), Teacher Effectiveness Scale (Mutha, 1982)and Teacher Stress Questionnarie (Otto (1983) and Adapted by Max Smith and Sid)were used as tools for the present study. The findings of the study revealed that there is significant relationship in the creative management and managerial leadership. This means that variation in the creative management in any manner would have remarkable impact on the managerial leadership and vice versa. It is also found that there is significant relationship in the teacher effectiveness and managerial leadership. Hence, increased practice of transformational and transactional leadership would ensure better teaching effectiveness in the educational institutions and vice versa. Another finding is that there is significant relationship in the teacher stress and managerial leadership. This means that increased teacher stress may become a cause for the action orientation of managerial leadership and managerial leadership may also act as a stressor among teaching professionals. It is also found that there is significant relationship in the teacher commitment and managerial leadership for transformational and transactional leadership dimensions of Managerial Leadership. Hence, increased practice of transformational and transactional leadership would ensure better teaching commitment in the educational institutions and vice versa.

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Forman, Susan G. "Rational-Emotive Therapy: Contributions to Teacher Stress Management." School Psychology Review 19, no. 3 (September 1, 1990): 315–21. http://dx.doi.org/10.1080/02796015.1990.12085470.

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Neves de Jesus, Saul, and Joseph Conboy. "A stress management course to prevent teacher distress." International Journal of Educational Management 15, no. 3 (June 2001): 131–37. http://dx.doi.org/10.1108/09513540110384484.

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Navickienė, Lijana, Eglė Stasiūnaitienė, and Ilona Kupčikienė. "CAUSES OF STRESS IN TEACHERS‘ PROFESSIONAL ACTIVITY: SCHOOL LEADERS‘ APPROACH." Health Sciences 29, no. 6 (December 17, 2019): 72–77. http://dx.doi.org/10.35988/sm-hs.2019.103.

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Teachers are among the professions reporting the highest level of work-related stress. This has a great impact on teachers‘ professional performance, job satisfaction, quality of their work and educational process. High level of stress adversaly affects teacher‘s motivation, social well-beeing and even physical and mental health. The causes of teacher stress are related to activity requirements, work organization, working conditions, relationships, etc. Heavy workload, negative attitude towards teacher work in society, education reforms, role conflicts, lack of time, disrespectful behavior of learners, poor working conditions, high demands, hard-to-achieve outcomes – all these factors cause teachers‘ stress in their professional activity. In order to investigate the problem of teachers‘ stress, it is important to identify not only the attitudes of teachers to the stress factors in teachers‘ professional activity but also those of school leaders. It is interesting to identify what, in school leaders views, are the main causes of teachers‘ stress and what stress management measures at the organization level would be the most effective for teachers to cope with their stress. 62 school leaders from Portugal, Bosnia and Herzegovina, Turkey, Slovenia and Lithuania participated in an international reseacrh on the causes of teachers‘ occupational stress and possible ways of managing it. The results of the study revealed that changing demands for teacher competencies, filling in documentation, low salary, noisy environments, unclear roles, lack of time to fulfill all the tasks, disrespectful learners‘ behavior, and tensions with colleagues and parents are the major stressors in the teaching profession. School leaders believe that the most appropriate ways to manage teacher stress include training on stress management techniques and conflict resolution. The study was conducted in the framework of the international project “Preventing Stress in the Teaching Profession-Stress Free Teachers”, No. 20163715 / 001-001.

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Sinaulan, Ramlani Lina. "EFFECT OF SCHOOL CLIMATE, WORK STRESS AND WORK MOTIVATION ON THE PERFORMANCE OF TEACHER." GUIDENA: Jurnal Ilmu Pendidikan, Psikologi, Bimbingan dan Konseling 6, no. 2 (December 31, 2016): 146. http://dx.doi.org/10.24127/gdn.v6i2.605.

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Performance is a form of behavior of a person or organization with achievement orientation. The study results are known (a) the school climate affect performance of teachers, b) there is influence of work stress on teacher performance, (c) work motivation effect on teacher performance, d) school climate influence on job motivation of teachers, and (e) work stress effect on work motivation of teachers. Suggestions studies (a) improving teacher performance should the top priority schools in school management efforts. This condition given that performance of teachers are the main pillars that determine the success of the school in improving quality of students. Therefore, performance of the teacher must always be good and necessary to update the knowledge of teachers on the latest information in education as benchmarks increase teacher performance, (b) job motivation of teachers needs to improved, among others, with reward and punishment impartial towards the success achieved by the teacher as well as the violations committed so that it becomes part of an effort to motivate teachers to work.

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Love, Abigail M. A., Jordan A. Findley, Lisa A. Ruble, and John H. McGrew. "Teacher Self-Efficacy for Teaching Students With Autism Spectrum Disorder: Associations with Stress, Teacher Engagement, and Student IEP Outcomes Following COMPASS Consultation." Focus on Autism and Other Developmental Disabilities 35, no. 1 (May 14, 2019): 47–54. http://dx.doi.org/10.1177/1088357619836767.

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Although teachers reporting high teaching self-efficacy demonstrate positive teaching behaviors, minimal stress, and superior classroom management techniques, surprisingly few studies have demonstrated a relationship between teacher self-efficacy and student outcomes. This study explored self-efficacy specific to teaching students with autism spectrum disorder (ASD), and examined relationships with stress, teacher engagement, and student individualized education program (IEP) outcomes. Special education teachers ( N = 44) were recruited as part of a larger study examining a consultation intervention. Results indicated that self-efficacy for teaching students with ASD was significantly and positively correlated with teacher engagement and student outcomes, and negatively correlated with teacher stress. Furthermore, teachers who received the consultation intervention reported higher levels of self-efficacy for teaching students with ASD. This is the first study to report a direct association between teacher self-efficacy and student IEP outcomes and the potential positive impact of a teacher consultation intervention on the teacher intrapersonal factor of self-efficacy.

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Kyriacou, Chris, and Phillip Harriman. "Teacher Stress and School Merger." School Organisation 13, no. 3 (January 1993): 297–302. http://dx.doi.org/10.1080/0260136930130308.

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Patulny, Roger, Alberto Bellocchi, Kathy A. Mills, Jordan McKenzie, and Rebecca E. Olson. "Happy, Stressed, and Angry: A National Study of Teachers’ Emotions and Their Management." Emotions: History, Culture, Society 3, no. 2 (November 15, 2019): 223–44. http://dx.doi.org/10.1163/2208522x-02010058.

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Abstract The teaching profession offers meaningful, stimulating work that accords with teachers’ sense of professional pride and identity, but is also synonymous with high levels of stress, conflict (and associated emotions such as anger and shame) and ultimately, attrition. The degree to which teachers within a national population ‘up-manage’ the former or ‘down-manage’ the latter emotions is unknown. This study utilises new data from the Australian Survey of Emotions and Emotion Management (SEEM) to examine emotions and emotion management among teachers, and workers in comparable service roles, such as health care and customer service, in contemporary Australian society. It finds that teachers exhibit great natural happiness, but also experience and hide (through surface-acting) high levels of stress. Teachers also experience high levels of anger compared to other professions, though they usually manage this successfully through deep acting strategies. These findings imply that teachers are generally happy and professionally committed to (and proud of) their work, but at the cost of managing significant levels of stress and conflict. We discuss the implications for teacher professional development, initial teacher education and policy, and the need to investigate anger/shame dynamics and management in future research into pedagogy.

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Kanene, Kennedy, and Demian Mwendabai Mushungekelwa. "Patterns of Stress Experienced by Secondary School Teachers in Choma District of Southern Province of Zambia." Journal of Studies in Education 6, no. 3 (September 6, 2016): 263. http://dx.doi.org/10.5296/jse.v6i2.9910.

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The present paper presents the results of the study that investigated the patterns of stress experienced by secondary school teachers in Choma District of Zambia. The study objectives included; to establish the forms of stress faced by teachers; and to recommend solutions to the identified patterns of stress. A descriptive survey design was used in the study where a sample of six secondary schools and 120 teacher were selected from the District using the simple random sampling technique. The Teacher Stress Inventory (TSI) questionnaire was employed in the study. According to the study teachers moderately experienced patterns of stress in terms of, emotional manifestation, fatigue manifestation, cardiovascular manifestation, and gastronomic manifestation but rarely experienced stress in terms of behavioural manifestation. This could be minimised by the Ministry of Education conducting seminars and workshops for the teachers on stress prevention and management together with School head teachers organising leisure events for teachers to allow teachers to refresh and be rejuvenate.

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Pelser, A. M. F., and C. Van Wyk. "Teacher Participation In Stress Management Through Different Theoretical Lenses: A Study Conducted In The Mahikeng Area." Journal of International Education Research (JIER) 12, no. 1 (January 15, 2016): 1–12. http://dx.doi.org/10.19030/jier.v12i1.9562.

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The purpose of the research reported in this article was to place the known facts of the topic of teacher participation in stress management in the context of management and leadership in education. The emphasis in the conceptual and theoretical framework was on showing points of connection between leadership and management on the one hand and stress on the other. The investigation focused on how theoretical points of departure impact on teachers and how teachers experience stress through participation or non-participation in school management. The theoretical investigation was followed by a quantitative investigation by using a structured questionnaire known as the ASSET tool (An Organisational Stress Screening Tool) developed by Carthwright and Cooper. The main objective of the questionnaire was to measure potential exposure to stress in respect of common workplace stressors. The instrument was used to conduct a survey amongst teachers in the Mahikeng area. It was found that although there are many examples of how aspects of the different theories can be applied in the practice of stress management, the reality is that managerial leadership still features strongly in schools and that, in many instances, transformational and distributed leadership does not provide realistic alternatives to stress management theories in schools.

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Russell, Tommy, and Susan Wiley. "Occupational Stress Levels among Rural Teachers in the Areas of Mental Retardation, Learning Disabilities, and Emotional Conflict." Rural Special Education Quarterly 12, no. 2 (June 1993): 30–40. http://dx.doi.org/10.1177/875687059301200207.

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The purpose of the study was to compare occupational stress levels of rural educators in the areas of mental retardation, learning disabilities, and emotional conflict. Occupational stress levels were measured by the Teacher Stress Inventory (Fimian, 1985), which was developed and validated for teachers of exceptional children. The sample consisted of 154 randomly selected and specifically selected rural special educators in the 21 rural counties with set defined parameters of a population of 50,000 or less. The Teacher Stress Inventory was designed to assess stress levels of special educators. Subscales of the Teacher Stress Inventory were personal/professional stressors, professional distress, discipline/motivation, emotional manifestations, biobehavloral manifestations, physiological/fatigue manifestations, and time management. The data were analyzed using the one-way analysis of variance and the multivariate analysis of variance procedures. No significant differences were evident between mean stress scores and mean subscale scores of the three Identified groups.

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Duggan, Eva J. "Teacher stress research: a review of the literature." Journal of Psychologists and Counsellors in Schools 7 (November 1997): 125–36. http://dx.doi.org/10.1017/s103729110000131x.

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Teacher stress has an impact on the individual teacher, the organisation and the education system. This review examines the topic from a multifactorial perspective, defining teacher stress as the consequence of a range of interacting variables including person specific and organisational factors. A brief overview of stress management approaches is also presented. The reviewer contends that the problem of teacher stress requires a holistic approach and may be most sucessfully managed in a systemic context.

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Garwood, Justin D., Margaret G. Werts, Cheryl Varghese, and Leanne Gosey. "Mixed-Methods Analysis of Rural Special Educators’ Role Stressors, Behavior Management, and Burnout." Rural Special Education Quarterly 37, no. 1 (November 29, 2017): 30–43. http://dx.doi.org/10.1177/8756870517745270.

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The researchers of this study used a mixed-methods approach to understand issues of rural special education teacher burnout. Results of survey responses ( n = 64) and follow-up focus group interviews ( n = 12) from rural special education teachers indicated several factors contributing to stress and burnout. Teachers noted that lack of clarity in their roles, too many facets to the roles, emotional exhaustion, and lack of accomplishment contributed to their perceptions. Good working relationships with colleagues and administrators, building relationships with students, and a high level of self-advocacy were noted as helping to maintain mental health and a work–life balance. Possible steps to alleviate risk factors of rural special education teacher burnout are discussed.

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Blinder, Melanie B., Brandis M. Ansley, Kris Varjas, Gwendolyn T. Benson, and Susan L. Ogletree. "Supporting Students by Maintaining Professional Well-Being in High-Stress Jobs." LEARNing Landscapes 10, no. 2 (July 10, 2018): 59–72. http://dx.doi.org/10.36510/learnland.v10i2.996.

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Student mental health, well-being, engagement, and deep learning is tied to teacher wellness. Georgia State University’s Center for Research on School Safety, School Climate, and Classroom Management in partnership with The Collaboration and Resources for Encouraging and Supporting Transformations in Education project approached student health, wellness, and achievement by promoting change within teachers. Culturally specific professional development workshops were delivered to teachers, administrators, and other school staff. The workshops positively affected participants’ health and wellbeing through activities focused on identifying the body’s stress response and the development of personalized stress management plans to support healthy lifestyles.

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Yusoff, Rosman Bin Md, and Kamran Azam. "Perceived Sources of Stress among faculty members of COMSATS Institute of Information Technology, Pakistan." Journal of Management Info 4, no. 1 (April 1, 2017): 12–18. http://dx.doi.org/10.31580/jmi.v4i1.28.

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The present study aims at exploring the perceived sources of stress among the faculty members of COMSATS Institute of Information Technology, Pakistan by examining the stress coping methods used by faculty members for devising proposed stress management practices to faculty members. Two self-administered questionnaires were distributed among 150 randomly selected teachers from five campuses of (CIIT), Pakistan. The 1st questionnaire comprised 20-items regarding five teacherâ€™s stressors while the second questionnaire contained 10-itmes about the individual stress copying techniques. Scores for items on stressors & stress copying techniques were computed by adding weights assigned and then an Exploratory Factor analysis was run for extracting stress contributing factors. The total teacherâ€™s stress score ranged from 25 to 100 in which female, 25-30 years age group & single teacher had high stress scores. Total 18 items were loaded high (0.60+) on the five factors of stress after factor analysis. Majority of teachers (64%) practiced behavioral self-control, exercise and relaxation techniques for coping stress. This study does not investigate casual link between stress and stress contributing sources among teachers. The results of the study are useful both to academic world and to educational policy makers. This study is an addition to existing knowledge on university teachersâ€™ stress in Pakistan. The awareness about stress contributing factors is vital to the university teachers in Pakistan because the problem of teachersâ€™ stress if left unchecked can have devastating effects both on teachers as well on students.

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Diamond, C. T. Patrick. "A personal construct approach to avoiding teacher “burnout” and “rustout”." Queensland Journal of Guidance and Counselling 1 (October 1987): 43–51. http://dx.doi.org/10.1017/s1030316200000376.

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Personal construct psychology enabled teacher stress to be conceptualised in terms of their perceptions of their ability to cope with stressors. Different degrees of support were seen in terms of the teachers' allocation of dependencies. Pre- and post-intervention questionnaires and FOCUS-ed (or cluster analysed) Dependency (individual and mode) grids were used to reveal and manipulate 11 teachers' resources and then to monitor how their group levels of stress were affected. Although the study reflected an idiographic approach rather than a substantive pattern, stress was reduced for the highly stressed, maintained for the moderately stressed and increased for the low stressed. Since using a not coping rather than a coping perspective characterised the distressed group before the intervention, teachers may need to emphasise a more affirmative stance. Once teachers establish what they construe as stressful and what support they can use, they are in a more informed position to engage in stress management or maintenance.

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Daly, Beth, and L. L. Morton. "The End of Leisure: Are Preferred Leisure Activities Contraindicated for Education-Related Stress/Anxiety Reduction?" Education Research International 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/471838.

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Teacher stress is an increasing problem not only for practicing teachers but for student teachers as well. It leads to professional teachers leaving the profession, and future teachers enduring much stress and anxiety throughout teacher education programs. To further explore effects of stress, teacher candidates were surveyed with respect to (1) the role of their leisure preferences and (2) their stress levels related to Pedagogy, Evaluation, Class Management, and Interpersonal Relations. In Study One (n=216), a profile of leisure preferences was comprised, and findings from the relationship between leisure preferences and teaching anxieties contributed to a profile to explore reduced anxiety over time. A follow-up investigation (Study Two,n=136) tested the discriminatory potential of these leisure profile variables to separate those who showed less anxiety over time from those who regressed. Surprisingly, increased anxiety was associated with higher leisure in Sports, Adventure, Travel, and Exotica and with non-Science majors, Human Kinesiology majors, and Males. Some leisure preferences appear to be counterintuitive, given commonsense notions of the value of leisure. A Leisure Preferences Profile serves to facilitate discrimination between groups (improvement in anxiety levels versus no improvement) with respect to Pedagogical and Evaluation anxiety. A Composite Profile suggests that Leisure preferences related to Sports, Adventure, and Exotica are counterproductive in reducing stress related to Pedagogy. Implications are discussed.

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Thephilah Cathrine R, Aruna S, and Vijayaragahavan. "Burn-out and stress percipience benefits of a stress management program by autogenic relaxation training for teachers: A pilot study." International Journal of Research in Pharmaceutical Sciences 11, no. 1 (January 17, 2020): 480–90. http://dx.doi.org/10.26452/ijrps.v11i1.1847.

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Stress in the present world is an indivisible piece of life, regardless of social position and status. It is definitely experienced by all in different magnitude in daily life. Burnout is characterized as a negative mental encounter that is responses to work-related pressure. It relates to emotions experienced that require repeated exposure to emotionally charged social situations. In this manner, it is a work-related risk to which all individuals are uncovered, including teachers. The teaching profession is under large occupational pressure and prone to job burnout. The study aims to (i) assess the level of occupational burnout and stress among teachers of private and fully aided schools in the post-test for the experimental and control groups. (ii) to determine the effectiveness of autogenic relaxation on occupational burnout and stress among teachers of private and fully aided schools. A quantitative research approach with a True experimental design with experimental and control group, pre-test - post-test control group design was adopted for this study. The study focused on the selected schools in Vellore district. Totally, 28 participants selected by consecutive sampling techniques with the age of 25-60 years. Based on the inclusion criteria and availability of teachers, they were allocated into the control group (n=14) and experimental group (n=14).Demographic variables, occupational burnout, stress were assessed by using (Maslach burnout inventory and teacher stress inventory) it was analyzed by descriptive and inferential statistics. Stress management program by autogenic training once a week for 6 weeks was given. This program was prepared based on existing research and studies. We found that the median value in the pre-test is significantly different from the median value in the post-test for Maslach Burnout Inventory; the median value is significantly different for the emotional exhaustion sub-scale (t=216 and P=0.02). No significant difference was observed for depersonalization and personal accomplishment sub-scale. In the Teacher stress inventory the median value is significantly different for cardiovascular manifestations (t=201 and p=0.945); Fatigue manifestations (t=229 and p=0.229). No significant difference was observed for time management, work-related stressors, professional distress, discipline and motivation, professional investment, fatigue manifestations, emotional manifestations, gastronomical manifestations, and behavioral manifestations. This research suggests that autogenic relaxation training interventions with teachers are effective in reducing burn-out and stress.

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Fimian, Michael J., and Linda P. Blanton. "Stress, burnout, and role problems among teacher trainees and first-year teachers." Journal of Organizational Behavior 8, no. 2 (April 1987): 157–65. http://dx.doi.org/10.1002/job.4030080206.

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Hepburn, Stevie-Jae, Annemaree Carroll, and Louise McCuaig-Holcroft. "A Complementary Intervention to Promote Wellbeing and Stress Management for Early Career Teachers." International Journal of Environmental Research and Public Health 18, no. 12 (June 11, 2021): 6320. http://dx.doi.org/10.3390/ijerph18126320.

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The educational climate and culture in our schools present a variety of environmental (contextual) factors that influence teacher wellbeing, job satisfaction, and work-related stress. The magnitude of contextual factors cannot be ignored, and directing attention towards the environment teachers face daily is essential. Primary (organisational)-level interventions are documented in organisational health and wellbeing literature; however, to provide teachers with stress management strategies for promoting wellbeing, attention must also be directed towards secondary (individual)-level interventions. The present study addressed the issue of stress management techniques for early career teachers (n = 24) and aimed to contribute to the research surrounding complementary interventions (CIs) for educators. The intervention was designed to include strategies that operated through cognitive and physiological mechanisms that regulated the stress response and increased awareness of behaviours, emotions, and reactivity. The self-report measures included perceived stress, attention awareness, subjective wellbeing, burnout, and job-related affective wellbeing. The results indicated a statistically significant decrease in perceived stress and increases in attention awareness and subjective wellbeing. The salivary cortisol levels (waking and resting) decreased from baseline to week 6, and the pre- and post-session salivary cortisol levels indicated an immediate decrease in cortisol for weeks 4 to 6.

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Kulikova, Tatyana I. "The relationship between time management competence and stress resistance of teachers with different amount of work experience." Perspectives of Science and Education 52, no. 4 (September 1, 2021): 381–91. http://dx.doi.org/10.32744/pse.2021.4.25.

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The study deals with the issue of the contradiction between the requirement for the emotional stability of the teacher in the process of working with children, colleagues and parents, and the lack of time management competence, which often creates stressful situations and constant tension. The study involved 67 female teachers of secondary schools in the city of Tula. The average work experience of teachers was 15.64±8.7 years, and the median work experience was 17 years. The criterion for dividing teachers into two equal groups was the median work experience: group 1 with work experience <= 17 years and group 2 with work experience of 18 or more years. As a diagnostic material several methods were used: the method of Diagnosing the State of Stress (by A. O. Prokhorov); the Test of Self-assessment of Stress Resistance by S. Cohen and G. Willianson; Self-Organization Activity Test Questionnaire (by E. Yu. Mandrikova). Statistical data processing was carried out in the SPSS Statistics 27 program (IBM). The author used the Pearson correlation coefficient to establish the tightness of the relationship between the studied parameters. The work uses the principal component analysis to reduce the dimension of the original feature space and identify the main factors. The correlation analysis revealed the presence of a positive relationship between the following indicators: time management competence and planning (r = 0.74; p <0.01); self-organization (r = 0.48; p <0.01); stress resistance (r = 0.61; p <0.01); work experience and purposefulness (r = 0.47; p <0.01). The study confirmed the assumption about the relationship of stress resistance with the work experience of a teacher. The level of the stress state and the level of stress resistance in the group of teachers with work experience of 18+ years exceeds the values of the same indicators in the group of teachers with work experience of less than 17 years. The research materials can be used in the work of a psychological service of an educational organization. They can contribute to the optimization of teachers' working hours, increase the effectiveness of pedagogical activities, as well as serve as a basis for the development of additional education programs and advanced training in the basics of time management.

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Kuimova, Marina Valeryevna, Galina Ya Dzoz, and Ekaterina V. Gerasimchuk. "Emotional burnout in professional activity of a technical university teacher." Contemporary Educational Researches Journal 5, no. 2 (January 15, 2016): 70. http://dx.doi.org/10.18844/cerj.v5i2.237.

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Higher education makes high demands on a teacher, his knowledge, pedagogical skills and personal features to ensure that he meets the demands of students and the requirements of employers. Teachers are constantly asked to innovate and update their competences and improve students learning outcomes. High requirements for professionalism, permanent workload, necessity for regular update of knowledge and inefficacious management style may lead to emotional burnout. The authors study the causes of emotional burnout, research the burnout syndrome among university teachers whose length of teaching experience is over 20 years based an a short questionnaire and give recommendations for further studies. Keywords: emotional burnout; higher education; job satisfaction; occupational stress; teacher burnout.

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Guihen, Laura. "The two faces of secondary headship." Management in Education 31, no. 2 (April 2017): 69–74. http://dx.doi.org/10.1177/0892020617696627.

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Men continue to outnumber women at the secondary head teacher level. This article reports on some of the preliminary findings of a larger study exploring the ways in which women deputy head teachers, as potential aspirants to headship, perceive the secondary head teacher role. Using an Interpretative Phenomenological Analysis methodology, semi-structured interviews were conducted with 12 participants. The data revealed that, while making decisions about their professional futures, the majority of the women held dual, contradictory images of secondary headship. One image consisted of a role plagued by risk, performativity and stress, whereas the other focused on the agentic capacity head teachers have to transform lives and communities. The article highlights the ways in which a belief in the power of headship to make a meaningful difference to the lives of young people can encourage some women to aspire towards headship regardless of the precarity they perceive as being ingrained within the head teacher role.

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Kauts, Amit, and Deepa Sikand. "Teacher Stress in Relation to Creative Management, Institutional Performance and Gender of College Principals in Teacher Education Institutions." Educational Quest- An International Journal of Education and Applied Social Sciences 8, no. 3 (2017): 437. http://dx.doi.org/10.5958/2230-7311.2017.00090.3.

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Fitri, Rina, Sulastri Sulastri, and Ismail AB. "TEACHER PERSPECTIVES ON HIGH SCHOOL IN ACEH PROVINCE ABOUT NATURAL DISASTERS." JURNAL GEOGRAFI 13, no. 2 (July 7, 2021): 171. http://dx.doi.org/10.24114/jg.v13i2.23863.

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The Indonesian government has made efforts to restore the structure and development of school responses, including increasing knowledge, skills, and disaster management operating systems in schools. School leaders and teachers are expected to balance the need for standard operating procedures with the ability of organizational structures to respond to specific problems caused by disasters. Teacher enhancement is expected to provide a more active role for students and overcome their stress in post-disaster situations. This study aimed to examine the perspective of high school teachers on knowledge of natural disasters and natural disaster mitigation. A descriptive statistical approach is used to describe and explain teacher knowledge and mitigate natural disasters. Explaining how much influence or relationship between teachers' knowledge on disaster mitigation is done. The sample in this study was high school teachers in Aceh province, with 389 teachers. The research data collection used an instrument in the form of a questionnaire. The results showed that the perspective of high school teachers regarding knowledge of natural disasters was in the high category on average; the average teacher knew general knowledge of natural disasters, signs of catastrophe, classification of natural disasters, and causes of natural disasters. Not much different from the results of the teacher's perspective regarding natural disaster mitigation in the very high category, planning in the mitigation process, policies, operational disaster procedures, signs of disaster evacuation have been recognized by SMA teachers in Aceh province. The level of knowledge of high school teachers with mitigation has a significant relationship, so the higher the knowledge of high school teachers about natural disasters, the more high-school teachers can mitigate against natural disasters.Keywords: Teacher's Perspective, Natural Disaster Knowledge, Natural Disaster Mitigation, Regression Analysis

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Fabbro, Anastasia, Franco Fabbro, Viviana Capurso, Fabio D’Antoni, and Cristiano Crescentini. "Effects of Mindfulness Training on School Teachers’ Self-Reported Personality Traits As Well As Stress and Burnout Levels." Perceptual and Motor Skills 127, no. 3 (March 2, 2020): 515–32. http://dx.doi.org/10.1177/0031512520908708.

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Among a sample of only female school teachers, we compared a mindfulness meditation (MM) training group ( n = 19) with a waiting-list control group ( n = 20) on several participant-completed questionnaires: the Five Facet Mindfulness Questionnaire, the Big Five Personality Inventory, the Teacher Stress Inventory, and the Maslach Burnout Inventory. With these measures, we assessed the participants’ dispositional mindfulness, personality styles, and their stress and burnout. Following mindfulness training, teachers in the MM group showed higher trait mindfulness and conscientiousness and lower neuroticism and stress and burnout levels than teachers in the waiting-list control group. These results support the beneficial role of MM in individuals’ effective management of stressful conditions in the workplace.

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Tunnecliffe, Michael R., David J. Leach, and Lesley P. Tunnecliffe. "Relative efficacy of using behavioral consultation as an approach to teacher stress management." Journal of School Psychology 24, no. 2 (June 1986): 123–31. http://dx.doi.org/10.1016/0022-4405(86)90004-x.

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K, Thiyagu. "Techno-Stress Scale of Teacher Educators: Construction of the Tool." International Journal of Recent Technology and Engineering 9, no. 5 (January 30, 2021): 114–17. http://dx.doi.org/10.35940/ijrte.e5189.019521.

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The primary purpose of the research is to develop and standardize the scale of technostress of Teacher Educator. The researcher had developed the draft statements to measure teacher educators' technostress based on the psychological experts' interaction and some theoretical inputs. Thirty-six items have been constructed as a preliminary draft of the tool. The study sample was collected randomly from the 150 teacher educators of Kasaragod and Kannur Districts of Kerala. The item analysis was done through the 'Cronbach's Alpha if Item Deleted' strategies through SPSS 22 Version. After finalizing the item analysis strategies the investigator prepared the final draft of the tool consists of thirty-two items in a five-point scale. The Cronbach Alpha and split-half reliability analysis strategies were used to verify the consistency of the instrument. This tool would be very much useful to measure the technological stress of teacher educators. This paper explains the procedure of technostress scale construction and standardization.

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Jin, Cheng-Lin, Ting Chen, Shu-Yang Wu, and Yi-Lin Yang. "Exploring the Impact of Stress on Burnout: A Mathematical Model and Empirical Research." Discrete Dynamics in Nature and Society 2020 (October 16, 2020): 1–8. http://dx.doi.org/10.1155/2020/3475324.

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Educational management and social psychology researchers have frequently suggested that job burnout and even turnover intention of college teachers can be induced by stress, which is an inherent part of fast-changing environments and advanced educational technology. However, studies about the contingency effect remain limited. We articulate the effect of role stress and technostress by integrating organizational behaviour and educational management literature. Particularly, this study tries to investigate the moderating effect of teacher agility and leader-member exchange differentiation on suppressing burnout. According to the job demands-resources model, we proposed that the negative effect of stress on burnout depends on the degree of agility and leader-member change quality (LMXD). A study of 271 samples supports the propositions. Specifically, the adverse effect of role stress on job burnout is strengthened by both employee agility and LMXD. We further elaborate theoretical implications on educational management, social psychology, and job demands-resources model.

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James, Pauline. "Stress in a Career Transition: Toughness and Sensitivity in Mature-Age Males." Australian Journal of Education 41, no. 1 (April 1997): 5–26. http://dx.doi.org/10.1177/000494419704100102.

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THIS paper documents stress associated with a career transition for mature-age, male tradespeople entering teaching as technology studies teachers in secondary schools. In a qualitative action research study, group support emerged as an essential means of stress relief, without which learning was severely impeded by inappropriate coping strategies. However, since self-disclosure about stress appeared to contravene a masculinist ideology of toughness, creating a supportive group was initially difficult It is argued that, if beginning teachers are to profit fully from their learning experiences and cope productively with stress throughout their professional lives, then stress management programs are vital components of teacher education courses. Yet such programs need to be flexible in accommodating diversity in biographies, attitudes and expectations, and thus stressors and concerns, with which various groups of beginning teachers enter such programs. Particular attention to the formation of group cultures conducive to self-disclosure and mutual support is required.

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Liu, Shujie, Decheng Zhao, and Wei Xie. "Chinese teachers’ attitudes toward performance pay: the cases of three schools." International Journal of Educational Management 30, no. 6 (August 8, 2016): 791–808. http://dx.doi.org/10.1108/ijem-06-2015-0074.

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Purpose – The purpose of this paper is to investigate Chinese teachers’ attitudes toward performance pay. Specifically, this study examined the extent to which Chinese teachers supported performance-pay programs. The study also examined the effects of these programs on teachers, particularly on their levels of collaboration, work motivation, and job stress. Design/methodology/approach – This research was conducted in a northeastern city of China. Criteria sampling and maximum variation sampling techniques were used to select three schools, representing different characteristics of teacher performance pay (TPP) programs. In all, 150 questionnaires were administered to each of the three schools. The questionnaire contained three parts. Part 1 asked about respondents’ overall attitude toward pay-for-performance in general. Part 2 was composed of 20 closed-ended items asking respondents to rate their levels of agreement with various aspects of implementation of performance pay. Part 3 of the questionnaire comprised open-ended items. Findings – Approximately 48.5 percent of the teachers supported the teacher-performance-pay programs. This indicated a low support of Chinese teachers in comparison to that in some countries. Regarding how teachers’ attitudes toward performance pay are related to teacher characteristics (e.g. teaching experience, professional ranking), the ANOVAs results showed no significant differences in any of the factors. This quantitative result was different from the qualitative result of this study (e.g. veteran teachers complained about the implementation of performance pay). In spite of the differences between quantitative and qualitative findings, some findings from the current study are consistent with those found in western countries. Research limitations/implications – One limitation of this study was the small sample size for quantitative analyses. Future research should consider a larger sample size to conduct more advanced statistical analyses such as structural equation modeling to examine further the relations among, for example, how much the incentive pay should be, and what proportion of teachers should receive it, the level of teacher stress, their work enthusiasm, and peer relationships. Another limitation of this study was that the qualitative data were collected through open-ended questions of the questionnaire. Future research should interview teachers and principals to obtain richer voices from the teachers. Originality/value – Very few articles published in Chinese journals surveyed the implementation of TPP. In addition, these few articles were not well-designed from an empirical sense. So far research of teacher opinions about performance pay was a missing area in China’s educational discourse. The present study provides information to non-Chinese readers who are interested in Chinese teachers’ attitudes toward TPP. It is hoped the present study adds knowledge to the literature of TPP from the perspective of Chinese teachers.

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Ali, Mohamad Faizel, and Nor Shafrin Ahmad. "Stres dan Strategi Daya Tindak dalam Kalangan Pelajar Program Transformasi Diri (PTD) di Institut Pendidikan Guru Kampus Pulau Pinang (IPGKPP)." Asia Pacific Journal of Educators and Education 35, no. 2 (December 23, 2020): 77–87. http://dx.doi.org/10.21315/apjee2020.32.2.5.

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The Malaysian Institute of Teacher Education (IPGM) has designed a comprehensive teacher training program for Sijil Pelajaran Malaysia (SPM) graduates, by using competitive teacher training program that in line with the needs of the globalisation era. However, this teacher training program is challenged when there are cases of suicide as well as an increase in dropout cases using IPGM students. This study aims to identify the level of stress and coping strategies among students of the Program Transformasi Diri (PTD) according to gender and course options taken at Institut Pendidikan Guru Kampus Pulau Pinang (IPGKPP). A total of 41 respondents consisting of 21 male students and 20 female students. Respondents in this study were selected based on the purpose of sampling method that is the study respondents should consist of participants from the PTD organised by the Psychology and Counseling Unit IPGKPP. This study used a questionnaire to collect responses from respondents based on two questionnaires used namely Depressive Anxiety and Stress Scales 42-item (DASS-42) Malay Version for measuring the level of stress and Inventori Strategi Daya Tindak (ISDT) to identify strategies responsiveness of the respondents of this study. The results showed that the study respondents were at a mild and moderate level of stress. Furthermore, the findings of the study also show that there is no significant difference between gender factors as well as study options with the level of stress faced. In addition, the findings also show that the study respondents are more likely to use engagement strategies that show the ability to manage the problems they face. As a result of the findings obtained, the researcher suggested that there should be a specific program provided related to stress management skills in the study of IPGM trainee teachers who pay attention to aspects of coping strategies in an effort to address the stress faced.

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Ali, Mohamad Faizel, and Nor Shafrin Ahmad. "Stres dan Strategi Daya Tindak dalam Kalangan Pelajar Program Transformasi Diri (PTD) di Institut Pendidikan Guru Kampus Pulau Pinang (IPGKPP)." Asia Pacific Journal of Educators and Education 35, no. 2 (December 23, 2020): 77–87. http://dx.doi.org/10.21315/apjee2020.35.2.5.

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The Malaysian Institute of Teacher Education (IPGM) has designed a comprehensive teacher training program for Sijil Pelajaran Malaysia (SPM) graduates, by using competitive teacher training program that in line with the needs of the globalisation era. However, this teacher training program is challenged when there are cases of suicide as well as an increase in dropout cases using IPGM students. This study aims to identify the level of stress and coping strategies among students of the Program Transformasi Diri (PTD) according to gender and course options taken at Institut Pendidikan Guru Kampus Pulau Pinang (IPGKPP). A total of 41 respondents consisting of 21 male students and 20 female students. Respondents in this study were selected based on the purpose of sampling method that is the study respondents should consist of participants from the PTD organised by the Psychology and Counseling Unit IPGKPP. This study used a questionnaire to collect responses from respondents based on two questionnaires used namely Depressive Anxiety and Stress Scales 42-item (DASS-42) Malay Version for measuring the level of stress and Inventori Strategi Daya Tindak (ISDT) to identify strategies responsiveness of the respondents of this study. The results showed that the study respondents were at a mild and moderate level of stress. Furthermore, the findings of the study also show that there is no significant difference between gender factors as well as study options with the level of stress faced. In addition, the findings also show that the study respondents are more likely to use engagement strategies that show the ability to manage the problems they face. As a result of the findings obtained, the researcher suggested that there should be a specific program provided related to stress management skills in the study of IPGM trainee teachers who pay attention to aspects of coping strategies in an effort to address the stress faced.

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Wilkinson, Geoffrey R. "Teacher stress and coping strategies: a study of Eastlake Comprehensive." School Organisation 8, no. 2 (May 1988): 185–95. http://dx.doi.org/10.1080/0260136880080208.

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Saravanan, K., and K. Muthulakshmi. "A Study on Stress Management among Arts and Science College Teacher in Trichy City." Journal of Teacher Education and Research 13, no. 1 (2018): 94. http://dx.doi.org/10.5958/2454-1664.2018.00010.1.

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Edelman, Philip B. "Cooperating Music Teachers’ Opinions Regarding the Importance of Selected Traits, Behaviors, and Skills as Predictors of Successful Student Teaching Experiences." Journal of Research in Music Education 68, no. 4 (August 31, 2020): 451–68. http://dx.doi.org/10.1177/0022429420951186.

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The purpose of this study was to determine the perceptions of cooperating teachers regarding the importance of certain teacher traits, behaviors, and skills as predictors of a successful student teaching experience. The sample consisted of teachers who had served as cooperating teachers ( N = 519). Participants rated a list of 40 teacher traits, behaviors, and skills based on their (perceived) importance as predictors of student teacher success. I constructed ranked lists for each demographic grouping of respondents by the mean score for each item, and these lists were examined using a method put forward by Teachout. Results revealed that the highest-rated items regardless of demographic grouping variables were demonstrating appropriate social behavior, stress management, fostering appropriate student behavior, establishing a positive rapport with others, and enthusiasm. All participant groups rated personal traits, behaviors, and skills as most important; followed by teaching traits, behaviors, and skills; then musical traits, behaviors, and skills. Content analyses of open-ended questions revealed that no items had a universal meaning among participants in this study.

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Panis, Eliza. "Stress Management Amidst of the Covid-19 Pandemic of Public Junior High School Teachers in Selected High School of Aborlan North District." Journal of World Englishes and Educational Practices 3, no. 5 (May 29, 2021): 39–53. http://dx.doi.org/10.32996/jweep.2021.3.5.4.

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This study was conducted from February 2021 to March 2021 to determine the stress management amidst the covid - 19 pandemics of the junior high school teachers in selected high schools of Aborlan North. The descriptive research design, specifically the survey method, was used in this study. Data were gathered through survey questionnaires. A total of 39 permanent teachers were enumerated from the selected high schools as the respondents of the study. The result showed that most of the respondents were married females in their middle age. They had been in the service for a mean of 11.3 years and almost three fourth (74.4%) of them were Secondary School Teacher I with a mean teaching load of 26.4 hours per week. The perceived sources of stress such as work, family, personal, and environmental were considered distinctly part of the respondents’ lives. The level of perceived stress of the respondents was noted to be “high stress”. The activities engaged in very often to manage stress by a majority of the respondents were walking, praying, attending church/religious service, planting, gardening, and watering plants, washing domes, cooking/baking, evaluating oneself, watching the news, watching entertainment programs, watching “teledramas”, “telenovelas”, listening to music, texting, going to the internet, and talking with a family member.

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Stössel, Julia, Rebecca Baumann, and Elisabeth Wegner. "Predictors of Student Teachers’ ESD Implementation Intention and Their Implications for Improving Teacher Education." Sustainability 13, no. 16 (August 12, 2021): 9027. http://dx.doi.org/10.3390/su13169027.

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Recently, the German state of Baden-Württemberg included ESD as a guiding perspective for all school curricula. Consequently, teacher education needs to empower and motivate student teachers to implement ESD in schools. In previous ESD research, however, the motivational dimension rarely has been investigated. Psychological theories stress the importance of developing an intention for the actual realization of a behavior. Therefore, we investigated, in an online survey (N = 366), which factors influence student teachers’ ESD implementation intention. Furthermore, we investigated how student teachers understand the guiding perspectives and what influences the actual ESD implementation from the respondents’ point of view. Via structural equation modelling, we found direct effects of subjective task value, expectation of success and ESD knowledge, as well as indirect effects of SD attitudes and ESD implementation beliefs on ESD implementation intention, but no effects for subjective norm and perceived costs. Analyses of open answers revealed complex understandings of ESD, but also misinterpretations mainly in terms of ESD as equivalent to environmental education. Furthermore, student teachers expected barriers (e.g., lack of time) and formulated support needs (e.g., teaching material) for implementing ESD in schools. Our findings stress the importance of advancing ESD implementation in teacher education.

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Hannemann, Lena, Gesa Uhde, and Barbara Thies. "Die spezifische Lehrkraft-Selbstwirksamkeitserwartung bei Lehramtsstudierenden – Eine Integration zweier Messinstrumente." ZeHf – Zeitschrift für empirische Hochschulforschung 3, no. 2-2019 (February 11, 2019): 139–54. http://dx.doi.org/10.3224/zehf.v3i2.04.

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Die Lehrkraft-Selbstwirksamkeitserwartung (SWE) im Studium kann die spätere Berufstätigkeit von Lehrkräften langfristig positiv beeinflussen. Im deutschen Sprachraum fehlen Instrumente, die die Lehrkraft-SWE mit spezifischen Subskalen zu einem frühen Zeitpunkt im Studium messen. Vorgestellt wird eine adaptierte Skala basierend auf der Fragestruktur der Skala Lehrerselbstwirksamkeit (WirkLehr; Schmitz & Schwarzer, 2000) sowie den Inhalten der Teachers‘ Sense of Efficacy Scale (TSES; Tschannen-Moran & Woolfolk Hoy, 2001) mit den Subskalen Engagement, Instruktionen und Classroom-Management. Die psychometrischen Kennwerte der adaptierten Skala wurden mittels konfirmatorischer Faktorenanalyse anhand von N = 618 Studierenden (drittes Semester) überprüft. Es zeigte sich ein besserer Modellfit für ein Drei-Faktoren- gegenüber einem Ein- Faktor-Modell. Bezüglich der drei Subskalen ergaben sich positive Korrelationen mit WirkLehr, negative Korrelationen mit dem Stresserleben (Perceived Stress Scale; Büssing, 2011) sowie positive Korrelationen mit einer zweiten Messung einen Monat später. Zusätzlich wurde die adaptierte Skala im Rahmen einer Classroom-Management-Trainingsevaluation eingesetzt. Hier zeigte sich eine höhere Lehrkraft-SWE einer Trainings- gegenüber einer Kontrollgruppe für die Bereiche Classroom- Management und Instruktionen. Aufgrund der zufriedenstellenden Validitäts- und Reliabilitätsbelege kann die adaptierte Skala zur Messung der spezifischen Lehrkraft-SWE bei Studierenden eingesetzt werden.

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Florendo, Helena B., and Annaliza R. Hernando. "Relationship between sources and manifestations of stress among faculty members in Isabela State University." International Journal of Public Health Science (IJPHS) 10, no. 3 (September 1, 2021): 465. http://dx.doi.org/10.11591/ijphs.v10i3.20832.

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Stress is inevitable in any workplace. Stressed teachers in every school are prone to exhaustion and commit errors. In the Philippines, few studies have been discussed due to stress among faculty members, especially in tertiary education. In this study, the researchers shed light on sources, manifestations, and levels of stress, and discovered the relationship between sources and their manifestations among faculty members of the eight colleges of the Isabela State University-Main Campus. Data were randomly collected from 165 respondents, through the Teacher Stress Inventory developed by Fimian. Data revealed that the main sources and manifestations of stress by the respondents were Work-related and Professional Investment, and Fatigue Manifestations. The level of stress among the respondents was moderate. Likewise, the sources and manifestations of stress were found significantly correlated to each other. Results of the study press on the development of a proposed Stress Management Program supportive and essential in managing and coping stress of the faculty member

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CHEUNG, Siu Yin. "Application of Stress Management in Secondary School." Asian Journal of Physical Education & Recreation 4, no. 2 (December 1, 1998): 12–18. http://dx.doi.org/10.24112/ajper.41207.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this paper is to introduce stress management program to secondary school students in Hong Kong. Stress management program was designed and was proposed to be included in secondary school physical education curriculum. The program consisted of lectures and relaxation training. The contents of the lectures are the followings: what is stress? sources of stress, stress and illness, intrapersonal and interpersonal interventions. The relaxation training program consisted of stretching exercises, deep abdominal breathing and progressive relaxation training. A trial teaching of the course was conducted for 22 Form 6 students at a secondary school. Examination and academic/school work are the major stressors for the students. Friends and classmates are their main support groups. Positive feedback were received from the physical education teacher and students on this stress management program.這篇文章的主旨是介紹一個中學生處理壓力的課程。這課程是建議將處理壓力列入中學體育課程內容中，課程分理論及實習兩部份，理論課程內容包括：甚麼是壓力？壓力的來源，壓力與疾病，個人及人際間的壓力處理方法。實習課程內容包括：伸展運動、腹式呼吸、漸進鬆弛練習。這課程曾在一所中學的中六班進行試教，學生有廿二人，考試及學校功課是中六學生主要的壓力來源，朋友及同學是他們主要的支持者，體育老師及同學們對這處理壓力課程都給予正面的回應。

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Pagán-Castaño, Esther, Javier Sánchez-García, Fernando J. Garrigos-Simon, and María Guijarro-García. "The Influence of Management on Teacher Well-Being and the Development of Sustainable Schools." Sustainability 13, no. 5 (March 8, 2021): 2909. http://dx.doi.org/10.3390/su13052909.

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Teaching is one of the professions with the highest levels of stress and disquiet at work, having a negative impact on teachers’ well-being and performance. Thus, well-being is one of the priorities in human resource management (HRM) in schools. In this regard, this paper studies the relationship between HRM, well-being and performance, observing the incidence of leadership and innovation in these relationships. The objective is to measure the extent to which it is necessary to encourage sustainable environments that promote the well-being of teachers and, by extension, students. The study used the methodology of structural equations and a sample of 315 secondary school teachers. The work validates the influence of leadership by example and information management on HRM and performance. In addition, we confirm the significant effect of human resource management on educational performance. The relationship is observed both directly and through the mediating effect on the improvement of well-being. On the other hand, the positive influence of innovation on performance, both in schools and in the classrooms, is reaffirmed. These results suggest the need to zero in on the human resources policies in schools linked to the improvement of teacher well-being and educational performance. They also highlight the role of school and classroom innovation as a key element in maintaining educational quality.

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Brown, Marie, and Sue Ralph. "From Time Management to Aromatherapy — Orthodox and Alternative Inservice Training Strategies For Managing Teacher Stress." British Journal of In-Service Education 18, no. 2 (January 1992): 97–100. http://dx.doi.org/10.1080/0305763920180206.

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Bentley-Edwards, Keisha L., Howard C. Stevenson, Duane E. Thomas, Valerie N. Adams-Bass, and Chonika Coleman-King. "Teaching scared: pre-service teacher appraisals of racial stress, socialization and classroom management self-efficacy." Social Psychology of Education 23, no. 5 (July 30, 2020): 1233–57. http://dx.doi.org/10.1007/s11218-020-09578-8.

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Burlakov, S., and A. Khlebnikov. "Teacher’s Conflict Tolerance in a Multicultural Educational Environment." Bulletin of Science and Practice 6, no. 11 (November 15, 2020): 390–95. http://dx.doi.org/10.33619/2414-2948/60/48.

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The article outlines the trends of creating a conflict-Free educational environment. The aim of the work is to provide a theoretical basis for constructive resolution of pedagogical conflicts, which allows teachers to increase the level of conflict tolerance in the education of schoolchildren. Constant changes in the General education system have a direct impact on the teacher’s teaching activities. Constant stress, the effect of psychological burnout, increased emotional load, lead to contradictions and conflicts among teachers. Today, the problem of conflict resolution is more urgent than ever. Management and constructive conflict resolution is in demand in the multicultural pedagogical space of a General education organization. Conflict tolerance of the teacher is a specific manifestation of psychological stability of the individual. A conflict-resistant teacher is characterized by the ability to effectively prevent, manage and resolve conflicts that have arisen in the course of pedagogical activity.

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Journal articles on the topic 'Teacher Stress Management'

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