Open AccessOvercoming the Stress Cycle through Relational Teacher Development
Author(s) -
Julian Kitchen
Publication year - 2006
Publication title -
teaching and learning
Language(s) - English
Resource type - Journals
ISSN - 1703-2598
DOI - 10.26522/tl.v3i3.32
Subject(s) - restructuring , anxiety , criticism , psychology , stress (linguistics) , depression (economics) , school teachers , pedagogy , social psychology , developmental psychology , political science , psychiatry , literature , art , philosophy , linguistics , law , economics , macroeconomics
There is little doubt that teachers in Ontario, like their peers throughout the industrial world, have experienced considerable stress during an era of wholesale educational restructuring. When systemic change is compounded by school and personal factors, stress can become overwhelming for some teachers. Troman and Woods (2001), who conducted a qualitative study of twenty teachers who felt they were suffering from anxiety, depression o r stress-related illness, reported the "drip, drip" effect of change and criticism meant that
"The teachers felt humiliated, tormented, disparaged and overloaded" (p .63).