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.

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