A Qualitative Analysis of Sources of Teacher Stress: Consequences for Performance

Abstract

The amount of qualitative research in which teachers subjectively describe the meaning of work stress is limited. This article presents data drawn from a qualitative study of teachers’ perceptions of work stress. Linkages between teacher stress and teacher performance are firmly established. The study data are discussed in terms of the Performance Adaptation Syndrome (PAS), a term developed from the data to describe the deleterious effects of prolonged work stress on the instructional ability of teachers.

The Role of Teachers’ Self- and Collective-Efficacy Beliefs on Their Job Satisfaction and Experienced Emotions in School

“…It should mentioned that high anxiety can impairs task relevant processing, such as solving the various problems that occur every day in school (Ashcraft & Kirk, 2001;Schutz & DeCuir, 2002). Generally, teachers' negative emotions may confront their goals and classroom management, and affect their intrinsic motivation and efficacy beliefs (see Blase, 1986;Derryberry & Tucker, 1994;Keltner et al, 1993;Emmer, 1994).…”

“…For example, teachers, who are constantly frustrated or sad by disruptive students or ineffective administration, are less intrinsically motivated, express a lack of enthusiasm for cultivating positive relationships with their students and report becoming tolerant, and less caring (Blase, 1986.). Teachers' emotions in classes also influence cognitive information processing, quality of thinking, categorizing, strategies in pursuing the goals and self-regulation (see Boakaerts, Pintrich, & Zeidner, 2000;Efklides & Volet, 2005;Isen, 1993;Parrot & Spackman, 2000).…”

Indonesian Foreign School Teachers’ Perception And Capability To Undertake Classroom Action Research: Basis For Capability Building Program

“…Furthermore, Blasé (1986) stated that there is some degree of strain (the result of stress) in all occupational settings, and the level of stressors among teachers is not a new concern. Workload, class size, students behavior problems, inadequate administration support, lack of professional training, lack of resources, teaching outside the area of specialization, time pressures, and classroom action research have all been noted as issues of concern for teachers.…”

Perceived Anxiety of English Learner and Teacher in a Call Environment Classroom

“…Multiple sources of teacher stress have been cited. These include demands on time, workload, disruptive student behavior, and other organizational factors (Blase, 1986;Boyle, 1995). This multitude of stressors may explain the growing disillusionment of teachers and their leaving profession at an increasing rate in many parts of the world, factors that support the need for more research on teacher motivation (Dörnyei, 2010).…”