The purpose of the study was to determine if a relationship existed among perceived stressful situations in the classroom and the amount of perceived stress among female secondary classroom teachers in Indiana.The population of the study consisted of 268 female secondary classroom teachers randomly selected by computer at the Indiana Department of Education.Three instruments were used in the study. The first instrument, General Information, was used to gather demographic data pertaining to Age Group, Years of Experience, Type of School System, Population of School System, Enrollment of Secondary School, Subject Area taught, and Grade Level(s) taught. The second instrument, Perceived Stress Questionnaire, was used to indicate the amount of perceived stress experienced by respondents. The third instrument, Perceived Needs in Stress Counseling, was used to indicate the type of counseling respondents perceived needed in order to help teachers deal with stress. The Perceived Stress Questionnaire and Perceived Needs in Stress Counseling Questionnaire employed a Likert-type scale with five degrees provided from which to choose: About 10% or less of the time, About 25% of the time, About 50% of the time, About 75% of the time, and About 90% or more of the time.The data were analyzed by frequency response percentages and cross tabulation for the General Information items, Perceived Stress Questionnaire items, and for Perceived Needs in Stress Counseling items.The following findings and conclusions were based on a review of the literature as presented in the study and the results of the data collected:1. Student threats and physical attacks are major sources of stress among discipline problems for teachers.2. Administrators not supportive of teachers in conflict situations in the presence of students are a predominant stress factor.3. Students not cooperative in class are a major source of stress for responding teachers.4. Student Apathy and lack of volunteerism in class are not major sources of stress among respondents.5. Parents defending their child's misbehavior are a major source of stress among Lack of Parental Support items.6. The majority of teachers responding did not desire stress counseling to assist them in dealing with classroom stress.

In large numbers, teachers are reporting high levels of work-related stress. Surveys from many countries reveal widespread concern about the effects of stress on teachers’ wellbeing and willingness to stay in the profession. The purpose of this study was to investigate coping strategies that teachers employ when faced with stress in primary schools located in the North Durban Region of Phoenix. Other related aims were to identify the causes of stress and the most significant factors that contribute to teacher stress. Current research reveal that teacher stress has a detrimental effect not only on their physical, mental, social and emotional well being, but also on their efficiency and productivity in the teaching and learning situation. Statistical analyses revealed that some of the main factors that contributed to teacher stress were large classes, the frequent changes to the curriculum, administrative tasks and the lack of motivation by learners to study. Teachers use a wide range of coping strategies to deal with stress but very few find effective ways to counter the negative effects of stress. Teachers reported that the most effective action that schools or the government could take to reduce teacher stress was to decrease teachers’ workload. These findings are in line with those reported in many western countries where the stress caused by a heavy workload and coping with educational reforms have been very much in evidence. It is anticipated that the present study will be of benefit to teachers, administrators, decision makers and other stakeholders in education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

The purpose of this study was to investigate management of stress among educators in schools in Mafikeng area. It was hoped that a broader understanding of the distinctive factors that account for identification of stressors and how educators try to cope with or manage them and highlight the effects of these stressful experience on the physical domain, emotional health, mental functions, behavioural efficiency, interpersonal relationships and personal productivity on educators, and to provide some guidelines to ways of controlling, managing and combating stress among educators. A multi-faced instrument technique, comprising a questionnaire and document reviews were employed to gather data. The research paradigm that was used to underpin this study was the survey method where both qualitative and quantitative data were obtained from questionnaire. The study revealed that educators were stressed up due to numerous factors such as, salary not commensurate with their qualification and experience, ill discipline among learners and work overload etc. There are suggested methods in how to manage or cope with stress among educators in our schools. The research had some limitations, which include; the subjects might not at the time of research be able to identify their stressors, hence the results of the study might not be reliable and generalisation of results not possible because only ten schools were selected. / Thesis (MBA) North-West University, Mafikeng Campus, 2004

This study was designed to examine the relationship of Locus of Control with Teacher Stress. Research and null hypotheses were formulated and additional information was collected through the use of a subjective survey. The subjects of this study were 100 secondary school teachers who were attending summer school at The University of Arizona in 1981, in the College of Education. The I-E Locus of Control Scale and the Teacher Stress Events Inventory were administered to collect data. Four subgroups were developed from interactions of the two variables. Null hypotheses were created to examine the relationship of high and low Locus of Control with high and low Teacher Stress. A scattergram and Pierson Product Moment Correlation were used to examine each subgroup and their respective null hypotheses for statistical significance and linear directionality. No subgroups yielded statistical significance and all null hypotheses were retained. An analysis of additional information was obtained by cross-tabulations of selected items of demographic data. The analysis, by clusters, revealed that most subjects: (1) Were $25,000 from more than one income and considered themselves under little stress.

Stress has been a concern all over the world. The study of teacher stress is not a new area of research. However, most of the research studies have been oriented around secondary and high school teachers. Teaching in primary schools differs from secondary and high schools. Therefore, their experiences differ. This project has been conducted with the purpose of investigating teachers' experiences of stress in a primary school and what they think the school is doing to help them cope if it does. The study was conducted in one primary school in Lesotho which was selected because of its accessibility to me as I was a teacher in this school. Twelve teachers were interviewed as participants. The case study methodology based on semi-structured interviews and observations were employed. These methods were used to help me gain understanding of the teachers' experiences of stress and for the validation of the data. Ethical issues were considered in this study as permission was requested from the authorities and informed consent letters for the participants were also sought. Pseudonyms were used for confidentiality. The interview questions were formulated in themes. As a result, data presentation and findings was done in accordance to those themes. The findings of this study revealed that teachers' experiences of stress are: teachers' interaction with the principal; teacher-learner relationships, inadequate resources; workload; role demand. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

The research was aimed at investigating the effects of teacher burnout in community junior secondary schools in the Southern Region of Botswana. The research question focused on investigating the effects of teacher burnout on teacher performance, physical wellbeing and social interaction with colleagues and community. To investigate these effects the researcher started by identifying the causes of teacher burnout and then obtained responses from school teachers on how teacher burnout is affecting them. Some possible remedies and preventative/control measures were also suggested. A sample of l 00 teachers and administrators was chosen at random from both rural and urban-based schools in the Southern District of Botswana. The findings revealed that the majority of teachers (96%) indicated that teacher burnout is caused by poor career opportunities in the teaching field. 92% cited work overload as another cause of teacher burnout. The same proportion blame poor work relations as another cause of teacher burnout. The findings also revealed how teacher burnout can be prevented/controlled. The majority of teachers agreed (92%) that teacher burnout can be prevented/controlled by discussing problems with professional colleagues whist 89% agreed that teacher burnout can be prevented by organizing time and setting priorities. All (100"/o) of respondents agreed that school administrators can assist teachers prevent/control burnout by providing more paraprofessionals/support staff/clerical assistants and 99% agreed that providing more educational opportunities to learn about students with behavioural disorders and program action. 64% of respondents agreed that if left unattended, teacher burnout can lead to low productivity of the teacher. 75% of respondents agreed that if teacher burnout is left unattended it can lead to poor performance in terms of school results. The majority of teachers agreed that parents have a role to play on the issue of teacher burnout. / (M. Ed.) North-West University, Mafikeng Campus, 2006

Thesis (Ph.D.)--George Mason University, 2009. / Vita: p. 167. Thesis director: Margo A. Mastropieri. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Title from PDF t.p. (viewed June 10, 2009). Includes bibliographical references (p. 159-166). Also issued in print.

The purpose of this study was to explore the nature of the influential factors of teacher stress in the special education settings: specifically, some cognitive aspects of the coping process. The importance of the study was summarized in terms of the reported incidence of teacher stress and the need to develop more effective stress intervention and prevention programs. A two-part study was designed to determine the differences in the coping processes of high- and low-stressed teachers in terms of particular cognitive variables. In the first part, high- and low-stressed teachers were differentiated on the basis of the responses of approximately 150 teachers to the Teacher Stress Inventory. In the second part, eleven subjects from each of the low- and high-stressed groups were interviewed. The interviews involved the recollection and report of stressful teaching-related incidents. Teachers were asked to rate each of their incidents in terms of self-evaluation, self-efficacy, outcome evaluation, and incident resolution. As well, they were asked to describe their coping behaviours and to explain what the consequences of the situations meant to them. Statistical and descriptive comparisons were made to determine if there were differences in the responses of the high- and low-stressed teachers. The most significant results of the study were that low-stressed teachers attributed more positive meaning to the consequences of stressful incidents, and that the responses of the low-stressed teachers reflected established philosophies and attitudes. These results have implications for counsellors who are interested in developing intervention and prevention programs and for individuals who conduct teacher-training programs. As well, teachers who feel ineffective at coping with stress are encouraged to seek guidance and to gain awareness of how they contribute to their experience of stress. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

published_or_final_version / abstract / Education / Master / Master of Education

All in all, the research findings had confirmed the hypotheses of this study. Demographic differences among secondary school teachers were related to stress. Self-efficacy, resiliency and school environment in various extents was related to secondary school teacher stress. This study has theoretical and practical contributions to the understanding of secondary school teacher stress in Hong Kong. Lastly, implications, limitations of this study and suggestions for future research directions were also discussed. / Moreover, structural equation modeling analysis was conducted to test and compare the goodness of fit of an overall direct effect model, a mediating model and a modified direct effect mediating model. Results indicated that the modified direct effect mediating model provided the best model fit with the data. School environment, self-efficacy and resiliency were found to be all negatively correlated to teacher stress. School environment exerted significant impact on teacher stress. Among the factors of school environment evaluated, affiliation, student support and work pressure had high correlation with secondary school teacher stress in Hong Kong. / Multivariate analysis of variance (MANOVA) was conducted to test for main effect of demographic variables on teacher stress. Findings revealed that years of teaching and school banding had significant main effect on stress. Teachers with more teaching experience were found to exhibit more stress than teachers with less experience in emotional manifestation and cardiovascular manifestation. Teachers worked in band three schools were found to be more stressful than teachers of band one and two schools in behavioural, emotional, fatigue and gastronomical manifestation of stress. / Reliability test and confirmatory factor analysis was conducted on the Teacher Stress Inventory, Generalized Self-efficacy Scale, Ego Resiliency Scale and the School-Level Environment Questionnaire and the instruments were found to be reliable and valid. / The purpose of this study are to examine whether demographic variables are related to teacher stress, if individual factors including self-efficacy and resiliency and systemic factor, school environment are related to teacher stress and how the individual factors together with the systemic factor jointly affect stress. The study is comprised of a convenient sample with 390 secondary school teachers. / Hung Oi Ling. / "April 2008." / Adviser: Alvin Leung Seung Ming. / Source: Dissertation Abstracts International, Volume: 70-03, Section: A, page: 0797. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2008. / Includes bibliographical references (p. 208-231). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.