This study aimed to describe the stressors perceived by a group of Health Science lecturers in a School in a South African University, and to describe the coping strategies these lecturers used. The sample consisted of thirty, full-time lecturers in the three Disciplines that constituted the School. Three focus groups, one in each of the Disciplines, were held to gather the research material. The study reveaied that change in Tertiary Education and organisational issues such as the image of the institution, lecturing to a diverse student group, curriculum transformation and leadership issues were perceived as enduring stressors. An increased workload, brought about through the training of future health professionals, trying to stay abreast both professionally and as an academic and the nature of their academic appointments were further identified as potential stressors. Role conflicts in terms of juggling home and work responsibililies and role ambiguity with respect to being both a teacher and researcher were presented as additional stressors, as were certain day-to-day occurrences. Lastly, the lecturers identified a number of personal issues that were perceived as stressors. The study failed to highlight meaningful differences in the three Disciplines within the School, which is in keeping with other published research. The study also showed that the lecturers in each of the Disciplines had access to, and knowledge of, a wide range of coping mechanisms, both problem-based and emotion-focused. The lecturers in the three Disciplines used very similar coping strategies, and once again meaningful differences were not reported. / Thesis (M.Ed.)-University of Natal, Durban, 2001.

Thesis (M. Min.)--Northwest Baptist Theological College and Seminary, 1992. / Abstract. Includes bibliographical references (leaves 63-67).

Thesis (Ed. D.)--Illinois State University, 1982. / Title from title page screen, viewed April 21, 2005. Dissertation Committee: David Franklin (chair), Dale Jackson, Vivian Jackson, John McCarthy, William Piland. Includes bibliographical references (leaves 106-110) and abstract. Also available in print.

No description available.

M.Phil. / This study examined the relationship between vocational stress and physical health and well being. To address this issue schoolteachers participated in a controlled physical exercise program for eight consecutive weeks. Two groups were established and subjects were classified as being part of a control group and an exercise group. The psychological parameters were assessed through the use of the Occupational Stress Inventory questionnaire which functioned as a pre and post-test and which showed the significant improvements made in Physical Strain, Role Overload, Psychological Strain, Interpersonal Strain and Vocational Strain scales. This suggests that the teachers experienced and reported fewer complaints about physical health issues, work-related issues, psychological disturbances, and less disruption in interpersonal relationships. Accordingly, the overall mental state of the teachers improved significantly. The physiological parameters were assessed by using the resting heart rate readings; recorded on a daily basis throughout the study. The results presented in this study show that the eight-week physical exercise program explained 56 per cent of the variance in the resting heart rate. This result demonstrates that the teachers contributed to their physical health by participating in the exercise program. Additionally, these results seem to suggest that prolonged participation in a program of physical exercise would result in the maintenance of effective coping skills to combat stress. The practical implications of these findings are reviewed with an eye to assisting teachers to better health and well being.

Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Submitted in partial fulfilment of the requirements for the degree of Master of Education in the Department of Educational Planning and Administration at the University of Zululand, South Africa, 2002. / The object of this study was to determine teacher stress in primary schools at Ensingweni Circuit. The first aim was to determine through literature the characteristics of stress, its causes and effects. The second aim was to conduct an empirical investigation into stress among educators at Ensingweni Circuit. The last aim was to present finds, and recommendations, which emanate from the study. A questionnaire was developed by the investigators, which measured the extent to which educators experienced stress in their working environment. By using the questionnaire the investigator was interested in determining which teaching stressors educators found most stressful. Some 71% females and 29% males educators of primary schools at Ensingweni Circuit filled out questionnaires. The teaching stressors which this sample of educators found stressful, in order of most to least stressful, were curriculum changes, work load pressures, job insecurity, poor relationship with colleagues, reward and recognition, learners discipline problems, poor rapport with management and role ambiguity. In terms of factors associated with teacher stress, the results showed that a combination of outside and inside were associated with teacher stress. In terms of inside factors, organisational stressors and classroom stressors were associated with teacher stress. In terms of outside stressors minimal general life stressors were also found to be associated with teacher stress. The problems educators viewed as most stressful are consistent with other studies on teacher stress, namely policy changes. time-workload pressures and classroom discipline. These studies were conducted by Bernard (1989) Gold & Roth (1993) and Cole & Walker (1989). The last chapter of this study recommends a variety of strategies that could be employed by educators to alleviate stress in teaching.

Occupational stress is a contemporary phenomenon worthy of study. Inquiry into this problem thus far has been limited to occupations other than those of higher education, and particularly lacking is research and theory in community colleges. Occupational stress can have a detrimental effect on employees, the organizations as a whole, and ultimately, society in general. This research examines the phenomenon of occupational stress among professional community college employees in administrative and instructional roles. Using the grounded theory research technique of Glaser and Strauss, 27 community college personnel across four functional levels were interviewed. Findings identify factors within employees' perception of barriers to fulfillment of role expectation that can affect and contribute to perceived stress stemming from their roles in community colleges. A theoretical framework is developed which focuses on barriers to role fulfillment, factors external to the individual that comprise those barriers, their sources, and the interactions and relationships that result in stress. / Ed. D.

"May 2002." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (p. 362-387). / 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 Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

published_or_final_version / Education / Master / Master of Education