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Teacher stress research: problems and progress
Author(s) -
Pithers R. T.
Publication year - 1995
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.2044-8279.1995.tb01160.x
Subject(s) - confusion , psychology , stress (linguistics) , cognitive psychology , applied psychology , mathematics education , social psychology , linguistics , psychoanalysis , philosophy
There is a reasonably large body of published research evidence available which indicates that teaching is a ‘highly’ or ‘extremely highly’ stressful occupation for up to one‐third of its professionals. Generalisations such as this one, however, are wrought with problems. These problems, for instance, range from confusion about the definition of stress through to how it is to be measured. They include methodological problems inherent in some of the research used to examine the area of teacher stress and as well include, for example, confusion about the effect of mediating variables in the production of stress and strain. This paper examines some of the more important pervasive research problems in current research on teacher stress and makes some suggestions for research progress.