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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Syfte: Studien syftar till att få fördjupad förståelse för hur stressfaktorer kan påverka individens innovativa beteende positivt. Metod: Studien tillämpar en kvalitativ ansats med semistrukturerade intervjuer. Totalt genomfördes elva intervjuer på Volvo Group Trucks Technology samt en intervju och ett kompletterande samtal med två tidigare anställda. Intervjusvaren har analyserats med tematisk analys Resultat & slutsats: Nio stressfaktorer identifierades vilka skapar stress; krav, tidspress, kontroll, support, roll, kultur, riskvilja, sociala medier och mål. Studien identifierade också fem påverkansfaktorer som kan påverka utvecklingen av positiv stress; personlighet, problemlösande, självledarskap, erfarenhet och motivation. Stressfaktorer i kombination med påverkansfaktorer kan bidra till positiv stress hos individen och leda till ökat innovativt beteende. Förslag till fortsatt forskning: Studien efterfrågar mer kvalitativ forskning på stressfaktorer och innovativt beteende. Stress- och påverkansfaktorer som identifierades i studien bör undersökas vidare. Framtida studier bör även undersöka stressfaktorer i relation till innovationsbeteendets alla tre faser. Framtida studier bör också inkludera fler kvinnor och vidare forskning på hur organisationer kan organisera för innovation. Uppsatsens bidrag: Studiens främsta bidrag är Modell 2: Stressors Innovative Development, som visar hur stressfaktorer inverkar på innovativt beteende. Modellen ger stöd till ledare som önskar öka anställdas innovativa beteende, för att öka företagets konkurrenskraft. Modellen ger kunskap om vikten av de personliga förmågorna för att positiv stress ska utvecklas, och påverka det innovativa beteendet positivt. / Aim: This study aims to provide a deeper understanding of how stressors affect the individual innovative behavior positively. Method: The study applies a qualitative approach with semi structured interviews. In total, eleven interviews were conducted within Volvo Group Trucks Technology and one interview and a complementary conversation with two former employees were carried out. Interview responses have been analyzed with thematic analysis. Result & Conclusions: Nine stress creating stressors were identified; demands, time pressure, control, support, roll, culture, risk appetite, distraction and goals. The study also identified five individual capabilities, which are termed as influencing factors; personality, problem solving, personal responsibility, experience, motivation. The study finds that stress can lead to increased innovative behavior when stressors are combined with influence factors contributing to positive stress in the individual. Suggestions for future research: To further increase the understanding of stressors and innovative behavior, more qualitative research within this field is necessary. Stressors and influencing factors, being identified in this study, should be studied in more detail. Future research should aim to study innovative behavior and stress for all three phases of Innovative Behavior. Further studies within this field should also include more women and research on how organizations can organize for innovation. Contribution of the thesis: The study's main contribution is the Model 2: Stressors ID, which shows how stressors affect innovative behavior. The model provides support for leaders who wish to enhance employees' innovative behavior to increase the company's competitiveness. The model provides knowledge about the importance of personal capabilities in order for positive stress to evolve and influence the innovative behavior positively.

This research investigated the main sources of occupational stress that tertiary English as a Foreign Language (EFL) teachers experience in the United Arab Emirates. A secondary focus was to identify the coping strategies used by EFL teachers who exhibit low levels of stress, and what types of support were needed by EFL teachers who exhibited moderate to high levels of stress. While theories abound in the literature on the reasons for stress and its consequences for teachers, little is known about the role of coping strategies and their specific usefulness in eradicating stress. Given the nature of the research questions, an interpretivist mixed methods approach was deemed appropriate. Data collection methods included a pre-tested online survey followed by 26 semi-structured interviews and a Likert-style questionnaire which were used to gain an in-depth understanding of the quantitative aspects of stress levels. Qualitative, semi-structured interviews were used to examine the coping strategies of 113 self-identified EFL teachers with low stress levels. They were analysed through theme analysis and triangulated with other data to increase the robustness of the results. The sources of teacher stress derived from the analysis are ranked according to the 20 cited as most significant by the participants. They are discussed in detail under the headings of stressors related to classroom teaching, administration leadership style, professional issues and their own assessment as teachers. The strategies teachers use to cope with these stresses are varied and range from activities to attitudes. Key recommendations for the teaching faculty centre on general health and well-being, and overall workplace focus. Clearly, EFL teachers suffering from workplace stress must take care of themselves physically, psychologically and emotionally. Yet teachers in the UAE also expressed a desire for administrators who practice more democratic leadership styles, and acknowledged that the attitudes of their students toward learning English had a considerable impact on their own practices. Further inquiry is recommended into a more complete examination of teacher stressors and their relationship to cultural factors, specifically two of the cultural dimensions found in the UAE (power distance and uncertainty avoidance), which were found to be particularly relevant to stressors in the category of leadership style and practices.

M.A. / The purpose of this research study is to explore and identify a knowledge contents base needed for the development of a competency-based stress-coping program for traumatized adolescents. The aim of a competency-based stress-coping program is to address the inadequacy of the traumatized adolescent to cope with stress, and the need to channel their inability to cope with stress, thus enabling them to channel stress adequately. To accomplish this aim, an in-depth study is made into the competency-based approach, as well as the exploration of stress and traumatized adolescents. The research process of Mouton and Marais (1991) is followed and four data collection methods are utilized in the study. The research process is initiated by a literature study and is supplemented by (a) semi-structured interviews with experts in the field of Competency Based Training; (b) the use of a focusgroup with social workers in practice with traumatized adolescents and (c) group-administered questionnaires completed by traumatized adolescents receiving social work services. The study is not conducted and tested on a large scale due to the qualitative research undertaken. Data collected is analyzed by inductive reasoning and the processing of data through the utilization of the SPPC computer program which is used for the questionnaires completed in this study. Results show that a prerequisite for the utilization of the Competency-Based Approach entails the preliminary training of presenters of programs based upon this approach. Furthermore adolescents need to have certain intellectual and emotional abilities at their disposal which enables them to participate in a program based upon the Competency Based approach. Results show that traumatized adolescents who participated in this study have been exposed to a number of stress factors, mainly related to the relationships they are involved in, and indicate a need to participate in a stress-coping program. In a competency based stress coping program for adolescents it is necessary to identify between the cognitive outcomes and the behaviour or social outcomes that are intended.

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The Master's Thesis "Stress evaluation, coping and reduction" deals with studying and analyzing stress in sample of employees from Slovenské elektrárne, a.s. The theoretical part analyzes psychological overloading and pressure, stress itself, theories of stress, pathological effects of stress in society, coping with stress and reduction of stress. The practical part deals with stresors, which have an influence on respondents, their (dis)satisfaction with work and dependence between them. Conclusion contains suggestions how to deal with stress and its economic analysis.

Arbetsrelaterad stress är ett problem bland sjuksköterskor som oftast är kopplad till arbetsmiljön. Tidigare forskning visar att arbetsrelaterad stress skapas av olika faktorer i sjuksköterskans arbetsmiljö. Arbetsrelaterad stress påverkar inte enbart sjuksköterskans hälsa negativt, utan påverkar också patientsäkerheten. Vidare kan obalans mellan stress och återhämtning skapa negativa hälsoeffekter för sjuksköterskor och påverka deras arbetsförmåga. Det är viktigt att sjuksköterskor ges tid och möjlighet att lyssna till patientens berättelse för att kunna erbjuda individbaserad vård. Genom ökad kunskap om sjuksköterskans upplevelser av vad som orsakar arbetsrelaterad stress kan åtgärder vidtas för att minska stressen och skapa en patientsäker och evidensbaserad vård med patienten i centrum. Syftet är att belysa sjuksköterskans upplevelse av vad som orsakar arbetsrelaterad stress. Metoden som användes är en litteraturstudie som grundar sig på elva kvalitativa vetenskapliga artiklar. Artiklarnas resultat analyserades och sammanställdes i nio kategorier: otillräcklig tid och personalbrist, arbetsmiljö/resursbrist, teamsamarbete, brist på kunskap/ erfarenhet, brist på stöd från ledning, prioriteringssvårigheter, kontroll över arbete, etiska utmaningar och påverkan på privatliv. För att förbättra sjuksköterskans arbetssituation behövs god kommunikation mellan olika yrkesgrupper och ledningen, samt att arbetsgivare tar hänsyn till sjuksköterskornas välbefinnande och arbetsmiljö. Återhämtning är också viktigt för att hantera stress och förbättra sjuksköterskors välbefinnande. En hållbar arbetsmiljö är avgörande för att ge bästa möjliga vård till patienter och främja en hållbar utveckling.