Occupational Stress Sources: Views of Kindergarten Teachers in Greece

Abstract

Teaching, a profession fraught with significant occupational stress, can influence individuals on physical, psychological, behavioural, and social levels. The present study examined sources of occupational stress based on kindergarten teachers' views in Greece. 323 kindergarten teachers from both the public and private sectors in Greece took part in the study, with the use of non-probability sampling. The research employed a self-administered online questionnaire with closed-ended questions examining sources of occupational stress. Parametric statistical tests were applied to analyse the data. Based on kindergarten teachers ' responses, the most notable contributors to occupational stress emerged as issues pertaining to students' learning and behaviour and interpersonal and workplace-related relationships. However, all examined factors resulted in a moderate degree of occupational stress, based on the average responses from surveyed kindergarten teachers. Teachers in the private sector reported lower levels of occupational stress provoked by the examined stressors compared to their public-sector counterparts. In addition, postgraduate degree holders reported reduced workload and time pressure-related stress compared to those holding bachelor's degrees. The study underscores the importance of targeted strategies to reduce occupational stress in the teaching profession. With appropriate policy interventions and support, the aim is to reduce stress, thereby enhancing job satisfaction and overall well-being for teachers. This has implications for teacher retention and effectiveness and indirectly for student outcomes, setting an agenda for policy reform and future research.