Sources and Manifestations of Occupational Stress as Reported by Full-Time Special Education Teachers

Employee and Workplace Well-being: A Multi-level Analysis of Teacher Personality and Organizational Climate in Norwegian Teachers from Rural, Urban and City Schools

“…For example, work overload, the excessive and continual workplace demands which impacts on the number of working hours and the amount of work teachers complete at home, reduces down-time for relaxation and non-work related activities and can increase conflict with family members (Fimian & Santoro, 1983). There are unique work overload features in the teaching profession.…”

Burnout Among Teachers of Students with Moderate, Severe, or Profound Mental Retardation

“…Zabel and Zabel found that consulting teachers were at greatest risk, whereas Crane and lwanicki (1986) distinguished self-contained classroom teachers to be at greater risk. These findings may be due to sampling procedures ; Crane Numerous studies (Crane & lwanicki, 1986;Fimian & Blanton, 1986;Fimian & Santoro, 1983;Schwab & lwanicki, 1982) have found a significant relationship between role organization variables and burnout As role conflict and ambiguity heightened, these researchers noted increases in burnout intensity among their respondents, that is, heightened emotional exhaustion and depersonalization and lessened personal accomplishment. Levels of administrative, financial, and collegial support have also been examined within the context of role organization.…”

Social Support, Stress, and Special Education Teachers: Improving the Work Situation

“…Thomas (1984) and McKnab and Mehring (1984) found that conflicts with other staff members and lack of support from faculty colleagues partially influenced on-the-job stress and teacher recidivism. Fimian and Santoro (1983) found that feelings of frustration due to poor attitudes and behaviors on the part of administration were the third strongest and fourth most frequently occurring sources of stress of the twenty-five they investigated. Finally, Fimian (1984) found that many more teachers were supported by peers than by supervisors; over 90% typically are supported by peers, whereas only 25-40070 are supported by supervisors.…”

“…Thompson (1980) found strong positive correlations for men and women instructors' stress levels and the quantity and quality of the administrative support they received. In another investigation, "low-stress" teachers reported significantly more support than did their "high-stress" counterparts (Fimian & Santoro, 1983). Needle, Griffin, and Svendson (1981) reported that teachers who found their principals competent and supportive also tended to report greater well-being and fewer stress symptoms than those who did not.…”