A structural model of the dimensions of teacher stress

Boyle, Gregory J.; Borg, Mark G.; Falzon, Joseph; Baglioni, A. J.

doi:10.1111/j.2044-8279.1995.tb01130.x

Cited by 310 publications

(254 citation statements)

References 73 publications

(88 reference statements)

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“…In comparison with other occupations, teaching has been consistently ranked as a high-stress job (JOHNSON et al 2005;TRAVERS & COOPER 1996), with 33-37% of teachers frequently reporting being very or extremely stressed as a result of factors intrinsic to their work (BOYLE et al 1995;CHAN & HUI 1995;KYRIACOU 2001). Many studies in several countries have focused on the determinants and consequences of teacher stress (BENMANSOUR 1998;BYRNE 1999;CHAN & HUI 1995;DUNHAM & VARMA 1998) and also in Italy (CAVALLI 2000) teaching has been confi rmed as a 'high-stress occupation'.…”

Section: Introductionmentioning

confidence: 99%

The Determinants of Teachers’ Well-Being: The Mediating Role of Mental Fatigue

Guglielmi¹,

Panari²,

Simbula³

2012

EJMH

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In recent years, many studies have focused on the determinants and consequences of teacher stress. One of the most recent theoretical models concerning stress is the Job Demands-Resources (JD-R) model. This study examines one process -namely the energetic process -which supposes that high job demands exhaust employees' mental and physical resources and therefore cause ill health. Particularly, this study examines the mediating role of mental fatigue between three job demands of teachers (workload, inequity and work/family confl ict) and three consequences of stress: psychological and physical symptoms and work satisfaction. An Italian version of the selfreport Questionnaire for Psychosocial Work Environment and Stress (PWSQ) was administered to 697 teachers belonging to a random sample of 17 school organizations. The results showed that mental fatigue has a mediating role in the relationship between work/family confl ict and the three outcomes considered, namely psychological and physical symptoms, and work satisfaction. This study has an important implication for intervention strategy because mental fatigue is a pre-strain condition which arises before more intense outcomes, such as stress-related diseases occur. Identifi cation of this condition allows prevention of the consequences of stress. Keywords

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Section: Introductionmentioning

confidence: 99%

The Determinants of Teachers’ Well-Being: The Mediating Role of Mental Fatigue

Guglielmi¹,

Panari²,

Simbula³

2012

EJMH

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“…This study suggests that a program that focuses on a particular subgroup (e.g., those with high stress responses or high job control) might be effective seven years 14) . Previous studies [15][16][17][18] have revealed several problem areas for teachers, such as poor school environment, student misbehavior, poor working conditions, personal concerns, relationships with pupils' parents, time pressure, or inadequacy of training. In almost all studies, student misbehavior was consistently identified as the most stressful problem 18) .…”

mentioning

confidence: 99%

Effects of Stress Management Program for Teachers in Japan: A Pilot Study

Shimazu

Okada

Sakamoto

et al. 2003

Journal of Occupational Health

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in enhancing coping skills, increasing social support, and reducing stress responses. Stress management intervention studies in the workplace have increased during the past two decades [1][2][3][4][5][6][7][8][9][10][11][12][13] . It is often assumed that there are two basic approaches to interventions in the workplace 1,9,10) . One is an organization-oriented approach, which aims to identify and improve a stressful work environment, and the other is individual-oriented and aims to enhance the coping abilities of individual employees. The latter approach is of particular interest to occupational health psychologists, who regard employee stress responses as the results of coping with stressful work environments, and who frequently help employees cope more effectively 11) . Our study was conducted on the basis of the individualoriented approach.There are various kinds of intervention techniques in the individual-oriented approach. Cognitive-behavioral training, stress measurement and personalized feedback, meditation, relaxation training, and physical fitness training are all examples. Accumulated experiences from individual-oriented intervention showed that cognitivebehavioral training or a combination of cognitivebehavioral training with relaxation training was more effective than other techniques 11,12) . In accord with that evidence, our intervention program was planned combining the two techniques.All participants in this study were teachers, for whom job stress has become a problem of especially serious proportions because it affects on their psychological wellbeing and the future of the profession. In Japan, 0.24% of teachers were suspended from their jobs in 2000 because of a mental disorder; the highest rate for the last University Graduate School of Education-The aim of this study was to examine the effects of a stress management program for teachers on their stress responses, social support, and coping. Participants (n=24) were assigned to either an intervention or a waiting list control group. A five-session program, including psychoeducation, group discussion, roleplaying and relaxation training, was conducted for the intervention group at two week intervals. Eight participants from each of the groups responded to preand post-intervention questionnaire surveys. The positive intervention effect was significant for social support from co-workers (p=0.035), whereas the negative intervention effect was significant for proactive coping (p=0.033). No significant effect was observed for stress responses (vigor, anger, fatigue, anxiety, depression, and somatic stress responses) (p>0.05). The positive intervention effect was marginally significant for social support from co-workers (p=0.085) and anger (p=0.057) among those who at first had high stress response scores in the pre-intervention survey (n=5 and n=4 for the intervention and waiting list control groups, respectively). Furthermore, the positive intervention effect was significant for social support from co-workers (p=0.021) and marginally significant ...

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“…Li te ra tür de de benzer so nuç la ra ula şıl mış tır. 18,27,28 Ge lir so run la rı ve tü ken miş lik alt öl çüm le rinden duy gu sal tü ken miş lik ara sın da an lam lı iliş ki ler sap tan mış tır. Tür ki ye ko şul la rın da öğ ret men maaş la rı çok ye ter siz dir ve tüm eği tim ka de me le rinde gö rev ya pan öğ ret men ler ge çim so run la rı ya şa mak ta dır lar.…”

Section: Tar Tiş Maunclassified

Burnout Syndrome in a Group of Primary School Teachers

Girgin¹

2011

Turkiye Klinikleri J Med Sci

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Ö ÖZ ZE ET T A Am ma aç ç: : "Tü ken miş li k" fi zik sel bir tü ke niş, ça re siz lik his le ri, da imî yor gun luk hâli, olum suz bir ben lik kav ra mı, işe ve di ğer in san la ra yö ne lik olum suz tu tum lar la gö rü len bir tü ken me hâli dir. Tü ken miş lik, tam per for mans ile in san lar la ça lı şan bi rey ler ara sın da mey da na ge le bi len duy gu sal tü -ken me, du yar sız laş ma ve ki şi sel ba şa rı dü şük lü ğü al gı sı ola rak ta nım lan mak ta dır. Bu ça lış ma nın ama cı Tür ki ye' de ki öğ ret men le rin tü ken miş li ği ne et ki eden fak tör le ri be lir le mek te dir. G Ge e r re eç ç v ve e Y Yö ön n t te em m l le er r: : Ça lış ma da tü ken miş li ği ölç mek için Mas lach tü ken miş lik en van te ri-öğ ret men for mu ve araş tır ma cı ta ra fın dan ge liş ti ri len bil gi for mu kul la nıl mış tır. Araş tır ma ya 446 öğ ret men ka tıl -mış tır. Araş tır ma nın ba ğım sız de ğiş ken le ri sı nıf la ma lı öl çek le, ba ğım lı de ğiş ken le ri ise eşit ara lık lı öl çek le öl çül müş tür. Araş tır ma nın alt prob lem le ri nin çö züm len me sin de t tes ti kul la nıl mış tır. B Bu ul l --g gu u l la ar r: : Cin si ye te gö re ka dın la rın duy gu sal tü ken miş lik le ri, er kek ler den da ha yük sek bu lun muş tur. Me denî du ru ma gö re bekâr öğ ret men le rin duy gu sal tü ken miş lik pu an or ta la ma la rı da ha yük sek tir. Okul yö ne ti min den ve mes lek taş la rın dan des tek gör me yen öğ ret men le rin duy gu sal tü ken miş lik pu an or ta la ma la rı des tek gö ren ler den yük sek tir. Öğ ren ci le rin de dav ra nış bo zuk lu ğu olan öğ retmen le ri nin duy gu sal tü ken miş lik le ri da ha faz la dır. Öğ ren ci ve li le ri ile ya şa nan so run lar öğ ret menle rin duy gu sal tü ken miş lik le ri ni olum suz bi çim de et ki le mek te dir. Ge çim so run la rı, öğ ret men le rin duy gu sal tü ken miş lik ve ki şi sel ba şa rı pu an la rı nı olum suz yön de et ki le mek te dir. S So o n nu uç ç: : Ve ri le rin ana li zi so nu cun da tü ken miş li ğe et ki eden fak tör ler cin si yet, me denî du rum, yö ne tim ve mes lek taş des te ği, dav ra nış so ru nu olan öğ ren ci ler, ve li ler le ya şa nan so run lar ve ge çim so run la rı ola rak be lirlen miş tir.A An na ah h t ta ar r K Ke e l li i m me e l le er r: : Tü ken me, mes le ki; okul lar A AB BS S T TR RA AC CT T O Ob b j je ec c t ti i v ve e: : "Bur no ut" is a con di ti on of dep le ti on pre sen ting with physi cal ex ha us ti on, sen sa ti ons of fa ta lity, chro nic fa ti gu e, de per so na li za ti on, and ne ga ti ve at ti tu des to the work and other per sons. Bur no ut is de fi ned as a per cep ti on of self dec re ment of suc cess, de sen si ti za ti on, and emo ti o nal ex ha us ti on wit hin in di vi du als wor king with a who le per for man ce. The aim of this study is to de ter mi ne the fac tors con tri bu ting to te ac hers' bur no ut in Tur key. M Ma a t te e r ri i a al l a an nd d M Me et t h ho od ds s: : The Mas lach Bur no ut In ven tory (MBI)-te ac her's form, and in for ma ti on form pro du ced by the r...

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A structural model of the dimensions of teacher stress

Cited by 310 publications

References 73 publications

The Determinants of Teachers’ Well-Being: The Mediating Role of Mental Fatigue

The Determinants of Teachers’ Well-Being: The Mediating Role of Mental Fatigue

Effects of Stress Management Program for Teachers in Japan: A Pilot Study

Burnout Syndrome in a Group of Primary School Teachers

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