Teacher Stress: Symptoms, Causes, and Management Techniques

Eskridge, Denise Hawkins; Coker, Donald R.

doi:10.1080/00098655.1985.11674153

Cited by 26 publications

(11 citation statements)

References 5 publications

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“…To deal with student teacher anxieties related to sex, teaching division, grade placement, practice teaching, etc., numerous intervention strategies have been advocated (Abernathy, Manera & Wright 1985;Eskridge & Coker, 1985;Hourcade, Parette & McCormack, 1988). As noted in Study Two, practice teaching itself appears to be one viable intervention strategy to reduce anxiety (see also Preece, 1979).…”

Section: Study Three: Tracking Student Teacher Anxietymentioning

confidence: 97%

“…Programmes to deal with student teacher stress and anxiety have been recommended as a fundamental part of the curriculum in education faculties (Harris, Halpin & Halpin, 1985;Hourcade et al, 1988). Strategies such as systematic desensitisation (Preece, 1979), preservice workshops (Abernathy et al, 1985), instruction in stress management (Eskridge & Coker, 1985), anxiety reduction programmes like relaxation training, cognitive coping techniques, modelling and self-modelling (Tobias, 1979), educating the associate teacher (Bradley, 1984), matching student teachers with associates and/or schools (Hourcade el al., 1988), and actual treatment programmes (Bertoch et al, 1989) have been suggested. Our findings indicate that instructional preparation itself will reduce anxiety in both males and females, and experience will reduce anxiety even further for females.…”

Section: Educatiorial Major Effectsmentioning

confidence: 99%

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Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations

Morton

Vesco

Williams

et al. 1997

Brit J of Edu Psychol

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Section: Study Three: Tracking Student Teacher Anxietymentioning

confidence: 97%

Section: Educatiorial Major Effectsmentioning

confidence: 99%

Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations

Morton

Vesco

Williams

et al. 1997

Brit J of Edu Psychol

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“…Humanistically-oriented teachers assume active interaction and communication, develop effective relationships between themselves and their students, exhibit positive attitudes of mutual respect, and create democratic classroom climates (Willower, Eidell, & Hoy, 1973). Teachersʼ beliefs regarding job-related stress included considerations for instructional effectiveness, such as absenteeism, irritability, lack of control, and loss of caring for people that are typical symptoms of teacher stress and burnout (Eskridge & Coker, 1985). Agne et al (1994) distributed the questionnaire to expert teachers represented by 88 Teachers of the Year, selected from their respective states between 1987-1990.…”

Section: Caring: Developing the Self As Master Teachermentioning

confidence: 99%

The Ethic of Care in Teaching: An Overview of Supportive Literature

Owens¹,

Ennis²

2005

Quest

111

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The purpose of this article is to provide an overview of three theoretical frameworks that appear related to teachers who manifest an ethic of care. An in-depth review of related literature develops Noddingsʼ theory of the ethic of care, focusing on defi ning care in teaching. It is further supported with theories of moral development, the theory of relational knowing, and the role of self in teacher development. This article provides support for considering and incorporating the development of an ethic of care as fundamental pedagogical content knowledge to be included in pre-service teacher education. 03Owens(392) 392 10/23/05, 12:28:31 PM Made available courtesy of Human Kinetics: http://www.humankinetics.com ***Reprinted with permission. No further reproduction is authorized without written permission from the Human Kinetics. This version of the document is not the version of record. Figures and/or pictures may be missing from this format of the document.*** Ethic of Care in Teaching 393 that appear related to teachers who manifest an ethic of care: the ethic of care, relational knowing, and teacher development of self. Noddings' Theory of the Ethic of Care Noddings (1984) argues that caring should be at the heart of the educational system. This concept serves as the foundation for the theoretical framework of the ethic of care in education. This innately feminist framework emphasizes the differences between the traditional male dominated view of rules, regulations, and abstract thinking and the more feminine, "motherly" voice of context that seeks connection and relationship in interactions and decision making. Gilliganʼs (1982) work on the development of "a different voice" in girls and Belenky, Clinchy, Goldberger, and Taruleʼs (1986) notions of "womenʼs ways of knowing" will be discussed in this section to elaborate Noddingsʼ view. Noddings (1992) emphasizes that the concept of school morality should be revised to focus on caring as the moral orientation to teaching. Defi ning Care Philosophers have offered descriptions of care. Martin Heidegger (1926/1962), a German philosopher, described care as the very Being of life. Milton Mayeroff (1971) notes that to care for other persons is to help them care for themselves. Gordon, Benner, and Noddings (1996, p. xiii) defi ne caring as a set of relational practices that foster mutual recognition and realization, growth, development, protection, empowerment, and human community, culture, and possibility. This defi nition emphasizes that caring occurs within relationships.

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“…A few studies describe findings regarding how teachers' stress or burnout (i.e., extreme work stress) affect appraisals of student behavior. Stress can make teachers ineffective and inefficient in their teaching roles (Eskridge & Coker, 1985;Farber, 1984), and negatively influence their students' physical and emotional well-being (Kyriacou, 1987). Beer and Beer (1992) found that burned-out teachers provide significantly less information, praise, and acceptance to their students, and interact with them less frequently.…”

mentioning

confidence: 99%

Correlates of teacher appraisals of student behaviors

2004

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The purpose of this study was to assess whether burnout and personality were linked to the perceived severity of 24 undesirable student behaviors among experienced and trainee teachers. Results indicated that teaching experience, student gender, and type of behavior were important determinants of their perceptions. Burnout had a significant effect on the severity ratings of antisocial and oppositional/defiant behaviors, suggesting that the more stressed teachers are, the less tolerant they become of such challenging and aversive behaviors. With regard to personality, severity ratings of students' undesirable behaviors were associated with high levels of conscientiousness and neuroticism. Findings indicate that burnout and personality provide a lens through which teachers appraise the severity of students' behaviors. © 2005 Wiley Periodicals, Inc.Teachers are a primary mental health referral source for children with behavior problems. As a consequence, their attitudes and decision-making processes regarding children's behavior may have important implications for parents' and schools' decisions to seek professional help for behaviorally disturbed children. Recent research has indicated that teachers' attitudes about students' behavior problems affect their decision making in classroom behavior management (Prawat, 1992;Westerman, 1991). Among both expert and novice teachers, cognitions are assumed to drive behavior, which is in turn affected by prior knowledge and skills (Clark & Peterson, 1986). Kagan (1992) demonstrated that teachers' cognitions affect not only their own behavior but also students' actions and academic performance. In turn, undesirable student behaviors are more likely to evoke unfavorable impressions of the student and yield negative attitudes on the teacher's part. As teachers accumulate experience they may become better judges of the severity of students' problem behavior, but as they also become increasingly stressed by their job demands, they may be hindered in making accurate appraisals.A multitude of factors have been found to affect teacher perceptions of students' undesirable behaviors. First, student characteristics such as gender, race, age, and economic background influence teacher views (Dulin, 2001;Hindmand, 1999;Neese, 1998). For example, Borg (1998), Falzon (1993), andLangfeldt (1992) found that gender stereotypes were evident for disruptive and withdrawn behavior patterns. Second, characteristics of the behaviors themselves influence the way they are perceived. Molins (1999) found that teachers are primarily concerned by the behavior of children who demonstrate externalizing problems, particularly boys, and require to be sensitized with information before they notice internalizing behaviors as significant. In the United Kingdom, the Elton Report (DES and Welsh Office, 1989) suggested that teachers generally identify misbehavior in terms of outward active manifestations such as verbal interruption, distracting other students, inappropriate moving about, and physical aggression. Pa...

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Teacher Stress: Symptoms, Causes, and Management Techniques

Cited by 26 publications

References 5 publications

Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations

Student teacher anxieties related to class management, pedagogy, evaluation, and staff relations

The Ethic of Care in Teaching: An Overview of Supportive Literature

Correlates of teacher appraisals of student behaviors

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