Submitted to the Faculty of EDUCATION in fulfilment of the requirements for the degree of DOCTOR OF EDUCATION in the Department of EDUCATIONAL PSYCHOLOGY AND SPECIAL EDUCATION at the UNIVERSITY OF ZULULAND, 1998. / The present study examines determinants of occupational stress among teachers in KwaZulu-Natal. The first aim was to ascertain the extent to which teachers in KwaZulu-Natal experience stress from work-related factors. The second aim was to determine whether any relationship exists between teachers' personality dimensions and their stress levels. The third aim was to determine which personality dimension (s) best predict (s) stress in different work situations. The last aim was to determine whether any significant effects exist between teachers' biographical characteristics and perception of the nature of work-related stress factors. To this end, a standardized scale (KPQ) was used for eliciting teachers' personality dimensions and the researcher's own scale, Occupational Stress Inventory for Teachers (OSIT) for measuring teachers' occupational stress. The OSIT scale was validated by the researcher using the method of factor analysis. The research instruments were administered to a randomly selected sample of four hundred and forty four teachers. The findings reveal that teachers differ in the extent to which they experience stress from work-related factors. A very high percentage (67,1 %) of teachers report an above average level of occupational stress. The findings show that there is a negative relationship between extraversion and educational changes. The relationship between neuroticism and time pressures; neuroticism and administrative problems and neuroticism and pupil misbehaviour is positive. The findings also indicate that neuroticism is the best predictor of stress in situations involving time pressures; adrninistrative problems and pupil misbehaviour, whereas extraversion is the best predictor of stress in situations involving educational changes. The last findings show that teachers' sex, qualification and teaching experience have an influence on teachers' perception of time pressures; educational changes; administrative problems and pupil misbehaviour. On the basis of the findings of this study, both curative and preventative strategies were recommended for dealing with occupational stress which is experienced by teachers.

No description available.

No description available.

No description available.

No description available.

No description available.

Over the last decade there have been sharp increases in recorded levels of occupational stress. Reports of the growing incidence of stress-related illness within the teaching profession continue, the numbers of teachers pursuing litigation to secure compensation for injury to health increasing. Based on qualitative empirical data gathered from indepth longitudinal interviews guided by humanist counselling frameworks, this study focuses on the phenomenological experiences of 21 secondary school teachers (and their tmilies) diagnosed as suffering stress-related illness. It shows how stress cascaded through school systems from government directives to the chalkface, and on into family systems, leading, in some cases, to finally burnout. Analysis through the sociology and psychology of emotion emphasises the central position of emotions in the aetiology of stress-related illness. This research shows that emotions are social processes, playing a vital role as communicators both to the self and to others. Emotional climates within schools and the home, individual and organisational emotional competencies, emotional labouring, emotion management and emotion rules were key themes contributing to the experience of stress-related illness. This study finally deals with the struggle for survival and identity reconstruction processes within the self-renewal journey. Some teachers, profoundly damaged by the experience of stress, were unable to return to the teaching world. Some emerged with a renewed and strengthened sense of self. Implications are drawn regarding student achievement, individual and collective emotional literacy, and the retention, training and professional development of teachers.

The main aim of the thesis is the comparison of stress in Turkey and the UK using a variety of methods. The initial research involved four survey studies which examined occupational stress among junior house officers, senior house officers, and newly graduated teachers in Turkey and the UK to determine whether there were any differences which could not be attributed to specific features of job. In the fifth study, life stress in university students was studied rather than occupational stress. The fifth study gave a chance to eliminate some of the methodological problems which were found in the cross - cultural studies of occupational stress. The main interest in the fifth study was whether the relationship between psychosocial factors and stress differed in Turkey and England. Because of the problems with field studies, the last study was carried out in the laboratory. With this last study, the research moved from survey studies of chronic stress to an experimental investigation of acute stress and from empirical studies with no underlying model to a theory driven approach. The sixth study was based on the 'adaptive cost model' and examined the effects of noise on performance, effort, cardiovascular functions and mood in Turkey and England. The results of the surveys showed that, except for the first study, there were no global differences between Turkey and the UK in terms of identification of frequency and intensity of occupational stress sources. However, the selective differences were found between the two countries. In general. Turkish subjects complained more about items related to the lack of support whereas British subjects reported more items related to work overload. In the fifth study, global differences were found between Turkish and English university students. Turkish students reported greater perceived stress, negative mood and physical and mental health problems. In contrast, English students reported more social support and positive mood. However, the results also showed that psychosocial factors and stress operated in the same way in both countries. In the sixth study, some global differences in performance and mood were found between the two countries, although the ' adaptive cost model ' was not supported in either Turkey or in England. Overall, these results suggest that differences in exposure to stress between Turkey and the UK may be the important factor rather than differences in response to stress.

No description available.

Objectives: The current study aimed to profile the personality styles, expectations and psychological adaptation of Clinical Psychology Trainees. It also aimed to look at the relationship between these variables. Design: A cross-sectional postal questionnaire study, employing between group and correlational analyses. Methods: A sample of 364 psychologists in clinical training (57% response rate) from 15 UK clinical psychology training courses participated in the study. They completed questionnaires of personality, psychological adaptation, social support and an expectations measure specifically designed for the study. Results: The majority of psychologists in clinical training who participated in the study were well adjusted in terms of personality, did not experience extensive problems with psychological adaptation, and had the majority of their expectations met. A significant sub group reported personality adjustment problems and problems with self esteem, anxiety, depression and work adjustment. Low self esteem was present in just under a quarter of the sample. Personality adjustment was found to be related to expectations and psychological adaptation. Trainee psychologists with poorer personality adjustment were less likely to have their expectations met, especially with regard to the impact of training on their life, and were more likely to suffer from poor psychological adaptation, particularly in terms of low self esteem, anxiety, depression and work adjustment problems. Self esteem was related to discrepancies in actual and ideal social support. Some differences were found between year groups. Gender and age were not related to personality adjustment, psychological adaptation or expectations. Conclusions and Implications: The findings were discussed in terms of the interpretation of personality style. Implications for clinical psychology training and the profession of clinical psychology were considered.