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Teacher stress: Issues and intervention
Author(s) -
Jenkins Susan,
Calhoun James F.
Publication year - 1991
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(199101)28:1<60::aid-pits2310280110>3.0.co;2-b
Subject(s) - psychology , intervention (counseling) , stress (linguistics) , stress management , developmental psychology , clinical psychology , psychotherapist , pedagogy , mathematics education , psychiatry , linguistics , philosophy
The purpose of this study was to consider the stress within the teacher's environment and examine methods of assisting public school teachers with managing stress. Participants in the study were 124 female public school teachers of grades K‐12 from the public school systems of two central Georgia counties. Three weeks after completing a set of pretest questionnaires, each teacher participated in one of two three‐hour training sessions. In the individualized training method, participants were led through a step‐by‐step development of an individualized plan for more effectively managing the stressor they had identified at the beginning of the training session. By the end of the session, each participant had her own plan for working on her own major stress. In the global approach training method, information about stress was presented to the participants in a lecture fashion with the focus being on general knowledge with no attempt being made to direct the participants in the development of individualized plans. Approximately three weeks after the training session, all participants were sent a set of questions concerning their activities in stress management since the training. The results of the study provided data concerning types of stresses experienced, sources of stress at work and home, effects of stress and burnout, and relative effectiveness of the two training approaches in terms of degree of relief, variety and type of methods utilized, and degree of involvement. The results indicate that the teachers who received the individual training method did significantly increase the time they spend on managing stress.