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TOWARDS A PERSON‐IN‐SITUATION MODEL OF TEACHER STRESS
Author(s) -
WORRALL NORMAN,
MAY DEREK
Publication year - 1989
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1989.tb03089.x
Subject(s) - intrapersonal communication , psychology , interpersonal communication , stress (linguistics) , social psychology , cognition , personality , appraisal theory , cognitive psychology , representation (politics) , linguistics , philosophy , neuroscience , politics , political science , law
S ummary . It is claimed that teacher stress research to date has addressed practical issues at the expense of theory, and that such theory as exists has been too cognitive. A theoretical account is developed which gives representation, (a) to affective as well as cognitive constructs, and (b) to clinical as well as experimental evidence. The account also recognises that triggering of disturbances is frequently non‐conscious or automatic, as well as the fact that stress can be experienced retrospectively or merely reflectively when no threat is present. Explanatory priority is assigned to the teacher's present emotional state which is seen to moderate “appraisal” of both interpersonal and intrapersonal sources of disturbance. For a given episode, the most general determinant of this present emotional state is located in the personality as core stress. The individual teacher then relates to potential stress situations via modes of interpersonal transaction which can offer varying degrees of stress protection. The model thus generated can be understood heuristically; within the present paper it is also used to develop an agenda for future research.