No abstract

With the measures employed and this population, prediction of cognitive development from early childhood to preschool was possible. This may enable reliable identification of those children at risk for delayed cognitive development who require intervention before starting school.

Intermediate school teachers from the same eight New Zealand schools were surveyed five times over four years using the self-report Stress in Teaching Questionnaire. Sources of teacher stress were found to be similar to those identified in previous research. Higher levels of stress were related to lower job satisfaction and a reduced commitment to remain in the job long term. Absence due to sickness was not found to be correlated with stress. No marked increase in stress among teachers was found over the five survey episodes.

No abstract