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Teacher stress and cognitive style
Author(s) -
Borg Mark G.,
Riding Richard J.
Publication year - 1993
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.2044-8279.1993.tb01057.x
Subject(s) - psychology , cognitive style , stress (linguistics) , converse , style (visual arts) , maltese , cognition , occupational stress , developmental psychology , sample (material) , social psychology , applied psychology , geography , psychiatry , linguistics , philosophy , chemistry , geometry , mathematics , archaeology , chromatography
The aim of the study was to investigate the relationship between the teacher's cognitive style and occupational stress. A sample of 212 teachers in Maltese secondary schools completed a questionnaire surveying both the level of overall stress and the severity of four major areas of job stress. They were also given the Cognitive Styles Analysis which assesses two fundamental dimensions of cognitive style, wholist‐analytic and verbal‐imagery. For the top and bottom 25 per cent of the sample with extreme style characteristics, self‐reported teacher stress was not related to style in a simple manner. However, style interacted significantly with teacher age. With regard to the four major areas of occupational stress, significant variations in the levels of stress were observed with style: whereas Analytics reported greater stress than Wholists for ‘pupil misbehaviour’ and ‘poor working conditions’, the converse was true for ‘poor staff relations' and ‘time pressures’.