The aim of this study was to investigate the demands, pressures and needs experienced by teachers in special needs schools (referred to as schools with learners with barriers to learning), with the aim of providing guidelines for teacher support to promote wellness. To attain this aim, the study had the following specific objectives or aims: 1. To determine the demands made on and pressures experienced by teachers as stressors. 2. To determine the needs which teachers experience to alleviate these stressors that arise as a result of the demands and pressures experienced by teachers in a special needs school. 3. The provision of guidelines for teacher support in order to promote wellness. 4. To make recommendations for the promotion of the wellness of teachers in a special needs school. A qualitative research design was considered to be the most appropriate for gaining in-depth insight into the demands, pressures and needs of these teachers. Data was collected through phenomenological interviews and direct observations. This data was then organised into categories and subcategories and direct quotations were presented verbatim. Research findings were compared with the relevant literature to identify existing information and possible differences, and the findings were then recorded in the form of two articles. As explained above, the primary goal of this study was to identify and describe the demands and needs experienced by teachers in special needs schools and to formulate guidelines for support to promote wellness. The study also showed that students need mentally and physically fit adults who can guide them as they find their way in the world. It is thus necessary to develop and promote the use of programmes and instruments to identify specific needs and stressors, so as to more accurately predict, prevent and alleviate demands that can be detrimental to health, and to provide and support guidelines to promote wellness in teachers.. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2005.

This study focused on stress and resilience among teachers in 15 urban secondary schools serving areas of multiple and complex disadvantage in the Greater Manchester and Merseyside regions of England (UK). It utilised the mixed-methods approach to gather and analyse the data. This consisted of a questionnaire survey of 150 teachers and interviews of 20 teachers. It examined person characteristics of teachers in these schools; key stress risks in the schools; coping strategies employed by these teachers and their protective factors. The main quantitative analysis methodologies used in the study were descriptive analysis; factor analysis and regression analysis. Qualitative findings were analysed using thematic analysis and teacher pen portrait and school case study presentations. Integrative analysis of quantitative and qualitative findings was then conducted in the discussion of main findings. This study found that the teachers’ major force characteristics were self-efficacy; persistence; personal attitudes towards one’s job; personality and temperament and commitment to the job. Their main resource characteristic was experience while their major demand characteristic was their professional role. These teachers were also exposed to person, proximal processes, context and time risks. There were risks associated with force and demand person characteristics. The main process risks were within their interactions with pupils, parents, colleagues and senior management. There were also context risks in their microsystem, mesosystem, exosystem and macrosystem. There were also time risks across the microtime, mesotime and macrotime. To cope, teachers in this sample utilised both direct-action and palliative coping strategies. Results also indicated that these teachers’ protective factors were in their resource and force characteristics; proximal processes; context and time.

The Risk of Burnout in Primary School Teachers This diploma thesis deals with the risk of burnout syndrome in primary school teachers. The theoretical part of the diploma thesis provides an overview of the theoretical concept of burnout in teachers and the effects of burnout on their job performance and their personal life. The empirical part of the thesis introduces a qualitative research of the risk of burnout in primary school teachers who study the combined form of the 5- year Master's study programme at the Faculty of Education of Charles University, while working full-time. I interviewed several teachers who have been at the greatest risk of burnout, based on a questionnaire survey, about the factors that affect their mental health, about their perceived form of support and about their coping skills. Up to two-thirds of teachers experience exhaustion during their studies. Chronic stress, which is at the highest level during last years of the 5-year study programme, negatively affects their well-being, their family life and their physical and mental health. Key protective factors are problem-focused coping skills and work-life balance. The supportive attitude of the primary school management, as well as the attitude of the Faculty of Education towards studying teachers, can be also of...

I have been interested in the topic I chose for my diploma thesis since I was deciding on my future profession. When it comes to the teaching profession, usually the idea of summer holidays attracts everyone. However, the stress that teachers face in performing this profession is not so much talked about. Therefore, I decided to learn more about this issue. This thesis deals specifically with stress in primary school teachers, to which teachers are increasingly exposed, and the word stress is very often associated with this profession. For several years I personally worked as a teaching assistant in a special school and now I teach Czech to foreigners at a primary school in Pilsen. Also for this reason, I decided to map the stress of primary school teachers. I would like to continue working in this profession, as well as working on my personal growth and finding a way to effectively prevent stress. The thesis is divided into two parts. In the theoretical part, I define the terms load and stress first and cite some well-known authors dealing with this issue. I also describe the symptoms of stress of various kinds and its consequences for our health. In the following chapter I describe individual stressors, which have a significant effect on the teacher's work performance. The chapter describing...

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Teacher shortages throughout the country have been an issue for school divisions and leaders. The demand for teachers has increased, while the number of teachers entering and graduating from teacher preparation programs is decreasing (Sutcher et al., 2016). Increased teacher demands by school divisions, schools, families, and testing requirements have contributed to declining teacher job satisfaction and teacher retention. Teachers are leaving high poverty, high minority schools for more affluent schools (Hanushek et al., 2004). The challenge of retaining quality teachers affects schools with diverse populations and high poverty, thus contributing to achievement gaps between minority and non-minority groups (Garcia and Weiss, 2019). Teachers in high poverty or high minority schools, mostly categorized as Title I schools, report low teacher job satisfaction levels, translating into high teacher turnover. The purpose of this qualitative study was to identify principal practices that impact teacher job satisfaction and retention in Title I elementary schools in a large suburban Central Virginia school division. The researcher sought to gain insight from Title I elementary teachers on the factors that they identified as impacting their job satisfaction and retention in their Title I elementary school. Title I elementary principals were interviewed and asked to identify their practices that they perceived to impact teacher job satisfaction and retention. The researcher sought to identify common factors identified by both Title I elementary principals and teachers in impacting teacher job satisfaction and retention. The intended outcome of this study was to provide Title I elementary principals and school division leaders with qualitative data to improve teacher job satisfaction and retention in Title I elementary schools. Data collection included five principal interviews and five teacher focus groups with 16 teachers in Title I elementary schools. An analysis of the data indicated that both teachers and principals perceived support, professional respect, relationships, climate, community, and collaboration to impact teacher job satisfaction and retention in Title I elementary schools. It is anticipated that this study's results could help Title I elementary principals and school divisions with high teacher turnover implement practices to impact teacher job satisfaction and teacher retention in Title I elementary schools; thereby improving consistent, quality instruction and student achievement. / Doctor of Education / Teacher shortages throughout the country have been an issue for school divisions and leaders. The demand for teachers has increased, while the number of teachers entering and graduating from teacher preparation programs, and remaining in the profession is decreasing. High poverty, high minority schools, and/or Title I schools are impacted more severely by the teacher retention challenges (Garcia and Weiss, 2019; Sutcher et al., 2016). The purpose of this qualitative study was to identify principal practices that impact teacher job satisfaction and retention in Title I elementary schools in a large suburban Central Virginia school division. The researcher sought to gain insight from Title I elementary teachers on the factors that they identified as impacting their job satisfaction and retention in their Title I elementary school. Title I elementary principals were interviewed and asked to identify their practices that they perceived to impact teacher job satisfaction and retention. The researcher sought to identify common factors identified by both Title I elementary principals and teachers in impacting teacher job satisfaction and retention. The intended outcome of this study was to provide Title I elementary principals and school division leaders with qualitative data to improve teacher job satisfaction and retention in Title I elementary schools. Data were collected from five principal interviews and five teacher focus groups with 16 teachers in Title I elementary schools. An analysis of the data indicated that both teachers and principals perceived support, professional respect, relationships, climate, community, and collaboration to impact teacher job satisfaction and retention in Title I elementary schools. It is anticipated that this study's results could help Title I elementary principals and school divisions with high teacher turnover implement practices to impact teacher job satisfaction and teacher retention in Title I elementary schools; thereby improving consistent, quality instruction and student achievement.

D.Diac. (Play Therapy) / Teachers in South Africa experience strain and tension, unique to their specific work description, which is evident in the career-related stress symptoms experienced by the individual teachers, the high rate of absenteeism amongst teachers, as well as the high attrition rate. Although factors causing teacher-stress, and the consequences thereof, have been extensively researched, a limited number of empirical evaluations of the effectiveness and accessibility of stress-management programmes have been conducted. Due to the holistic nature of Gestalt therapy, its emphasis on the here-and-now and the Gestalt principles of awareness, dialogue and process, a Gestalt therapeutic process model was developed to empower teachers to regain homeostasis. The aim and objectives of the research were the design, development, presentation and evaluation of a Gestalt therapeutic process model for teachers suffering from career-related stress, in their quest to regain homeostasis. The model was developed to be implemented within the school environment by a trained member of the school management team. The process of intervention research was used for the research study. A functional Gestalt therapeutic programme, based on the theoretical Gestalt therapeutic model, was developed and presented to ten teachers, selected through purposive sampling, and again to five different teachers, selected through theoretical sampling. The teachers identified were representative regarding age, gender, race and years in education. Triangulation was used and qualitative and quantitative data were collected simultaneously. The hypothesis stated for the research was that if teachers, suffering from career-related stress, were exposed to a Gestalt therapeutic model, they would regain homeostasis. Both the qualitative and quantitative data supported the hypothesis. The effect of the variables on each other was compared to confirm the reliability, applicability and neutrality of the research data. At the end of the three month research period the teachers who were exposed to the said model experienced less stress-related symptoms, as well as growth towards maturity and self-support, which would ultimately result in the regaining of homeostasis. A further objective of the research was to determine the feasibility of a trained school management team member implementing the Gestalt therapeutic process model at school. The qualitative data collected, indicated the feasibility thereof on condition that the school management team member did receive the necessary Gestalt therapeutic training. / Social Work

The primary aim of this study was to ascertain whether teacher burnout is accompanied by physiological, psychological and behavioural symptoms. The Maslach Burnout Inventory was used to ascertain the levels of burnout among a sample of 282 Indian teachers of all ranks in ex - House of Delegates schools in the Kwazulu - Natal region. The Burnout Manifestations Scale was used to elicit those symptoms which burned out subjects exhibited the most. While 23 % of the sample appeared vulnerable to burnout, 7% appeared to be already burned out. It was found that with a few exceptions, the sample was susceptible to a lesser or greater degree to almost all of the symptoms listed in the Burnout Manifestations Scale. As no significant differences between the groups was detected in the selected demographic variables, it can be concluded that anyone, irrespective of their sex, marital status or any other variable, can become vulnerable to burnout. / Psychology of Education / M. Ed. (Psychology of Education)

Made available in DSpace on 2016-04-04T18:29:36Z (GMT). No. of bitstreams: 1 TESE COMPLETA-Doutorado - Helga Heinhold.pdf: 656998 bytes, checksum: 55856193ed283c9bad64a87f71d5e9b0 (MD5) Previous issue date: 2004-12-10 / A sample of 28 female elementary school teachers was investigated regarding interaction of stress, burnout and meaning of life and effectiveness of two types of training to reduce excessive stress. As measurements were used the Invent?rio de Sintomas de Stress de Lipp (ISSL), the Maslach Burnout Inventory (MBI) and Lukas Logo-Test. 64.3% of the teachers were diagnosed with stress, mainly in the resistance phase, 35.7 had burnout and 10.7, tendency towards burnout. There were more teachers with stress among those with less perception of meaning. There was significant correlation between stress level and married or divorced teachers. The sample was divided into two groups and submitted to two different types of stress management courses: one with cognitive-behavioral approach only and the other including techniques to search meaning based on Frankl s logotherapy. After the training course the group with cognitive-behavioral approach had significantly better results than the group with inclusion of logotherapeutic approach regarding stress and burnout reduction and better meaning fulfillment. This difference in results may be due to different characteristics of the participants: the group with cognitive-behavioral approach only was significantly older and had longer work experience than the logotherapeutic oriented group; in addition, before training procedures, the group with exclusively cognitive-behavioral approach revealed a higher degree of stress than the logotherapeutic oriented group. / Foi estudada uma amostra de 28 professoras do ensino fundamental quanto ? intera??o entre stress, burnout e sentido e quanto ? efic?cia de dois tipos de treinamento para redu??o do stress excessivo. Utilizou-se como instrumentos de aferi??o o Invent?rio de Sintomas de Stress de Lipp (ISSL), o Maslach Burnout Inventory (MBI) e o Logo-Test de Lukas. 64,3% das professoras apresentaram stress, predominantemente na fase de resist?ncia, 35,7% revelaram burnout e 10,7%, tend?ncia ao burnout. Houve maior freq??ncia de professoras com stress entre aquelas com menor percep??o de sentido. Foi constatada correla??o significativa entre n?vel de stress e professoras casadas/separadas. A amostra dividida em dois grupos recebeu dois tipos diferentes de treinamento para gerenciamento de stress: um somente com abordagem cognitivo-comportamental, e outro com inclus?o de estrat?gias de busca de sentido da logoterapia de Frankl. Ap?s o treinamento, o grupo com abordagem exclusivamente cognitivo-comportamental apresentou resultado significativamente melhor do que o grupo com inclus?o da abordagem logoter?pica quanto ? redu??o de stress e burnout e melhor realiza??o de sentido. A diferen?a nos resultados pode ser atribu?da a caracter?sticas diferentes das participantes: o grupo que recebeu abordagem com sentido teve idade e tempo de servi?o significativamente superiores ao grupo sem abordagem de sentido; al?m disso, o grupo com abordagem somente cognitivo-comportamental apresentou grau de stress inicial mais elevado em rela??o ao grupo que foi submetido ? abordagem com sentido.

<p>The main sources of teacher stress stem from difficulty in maintaining classroom discipline, time pressures, workload demands, excessive change, being evaluated by others, challenging relationships with colleagues and poor working conditions. This study therefore highlights the significant relationship between occupational stressors and the stress experienced by teachers at high risk secondary schools in the Western Cape. Occupational stress is related to job satisfaction, job overload and job control. The coping strategies of teachers at high risk secondary schools are explored. The results indicate that there were no significant relationships between teacher stress and job satisfaction, job overload and job control at high risk secondary schools in the Western Cape. Job satisfaction however, showed an inverse, albeit not significant relationship to teacher stress. Furthermore, male and female teachers respond differently to these occupational stressors. Females were more prone to the experience of stress than males. The recommendations are based on the conclusions drawn from the study. In conclusion, occupational stress is considered a major source of stress for teachers, which needs to be addressed more vigorously at high risk secondary schools in the Western Cape.</p>