Stress and Illness Behavior among Urban Public School Teachers

Abstract

Using a sample of 291 respondents from a teachers' union in a large urban district, this study tested a series of hypotheses concerning the relationships among job stress associated with teaching, stress-induced illness behavior, and social support by principals and co-workers. Illness increases as job stress increases, except that teachers assigned to schools where the principal is seen as supportive are significantly less likely to report stress-induced illness behavior than teachers in schools where the principal is seen as unsupportive. Supportive co-workers have no effect upon stress-induced illness behavior, nor is there a statistical interaction effect between principals and co-workers. Policy implications for reducing illness and absenteeism are noted.

The validation of the perceived wellness survey in the South African Police Service

“…It is apparent that wellness is not experienced uniformly by police members, but varies from one individual to another (Dworkin, Haney, Dworkin & Telschow, 1990;Worrall & May, 1989). Studies have provided evidence that individual personality traits, for example, locus of control and type A personality, play substantial roles in well-being (Cooper, Kirkcaldy & Brown, 1994;Davey, 1994;Wilson, Mutero, Doolabh & Herzstein, 1990).…”

Pengaruh Kepemimpinan Kepala Sekolah Dan Kompensasi Terhadap Kepuasan Kerja Guru SMPN Kota Semarang

“…Dalam hal ini, Handoko (1997:46) menyatakan bahwa pemberian kompensasi merupakan faktor yang penting untuk meningkatkan kepuasan kerja karyawan dalam sebuah organisasi. Hasil penelitian Dworkin (1990) membuktikan bahwa dalam bentuk finansial, khususnya gaji yang tidak memadai dapat menjadi salah satu stressor kerja guru, dan hal ini menempati urutan pertama di antara sejumlah stressor guru. Namun, hasil penelitian Arismunandar (1997) menemukan bahwa potongan gaji merupakan faktor stres yang paling dominan, sedangkan "gaji yang tidak memadai" menempati peringkat ke-10 sebagai sumber stres.…”

Sustaining the Human Spirit of the High School Principal Leading for Equity

“…Our most underserved students are those that are most impacted by high turnover rates and unsuccessful leaders (Dworkin, Haney, Dworkin & Telschow, 1990;Fullan, 1993;Gay, 2010;Leithwood & Poplin, 1992). Leadership for social justice is too important to ignore.…”

“…We also know that teacher stability does have a positive impact on student achievement, in particular if those teachers are in working situations where they are allowed and encouraged by their leaders to work together utilizing their social capital (Leana, 2011) Furthermore, in order to successfully reduce ineffective teachers' impact and increase effective teacher hires, it is critical for principals to remain in the same building for at least five years (Leithwood, et al, 2004). Effective teachers are more likely to stay if they are working under a leader that is supportive, even in more challenging urban settings (Dworkin, et al, 1990;Leana, 2011). Thus, in order to successfully hire and retain effective teachers, it is critical to retain principals that can do so.…”

“…Teacher burnout and school leader burnout are higher in schools where people are disrespected and unsupported (Dworkin, et al, 1990). Constructivist leaders would work harder to honor the teacher's experience that they bring.…”