<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>

The aim of this study was to examine the effects of coping behaviour on the stress and psychological well-being as experienced by South African teachers. A review of relevant literature revealed that the teaching profession is an extremely stressful occupation globally. Factors contributing to the stress that teachers experience include the downsizing of the number of teachers in schools and insufficient training being provided for teachers. Exposure to these chronically stressful conditions has psychological and physical consequences for some teachers. Numerous studies, however, have also pointed out that some teachers, in the same teaching environment, experienced less stress and had better physical health than others. In an effort to gain clarity on these contradictory findings, many studies regarding the effect of various coping behaviours have been undertaken. No literature could, however, be found regarding the different coping behaviours used by African teachers and which strategies proved a success. Therefore, the aim of this study was to investigate the effect that coping behaviour had on the level of stress, as well as psychosocial well-being, experienced by black South African teachers. The current study was conducted as part of the SABP A (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted at the North-West University. Data for this sub study was collected through a cross-sectional design and the statistical consulting services of the university were involved in the analysis of the raw data. The Teacher Stress Inventory (TSI) (Boyle, Borg, Falzon, & Baglioni, 1995), the Coping Strategy Indicator (CSI) (Amirkhan, 1990), and the Mental Health Continuum-Short Form (MHC-SF) (Keyes, 2006) were administered to 200 urban African teachers residing in the Kenneth Kahunda district in the North West Province. The TSI was administered as a self report measure of occupational stress in teachers. The CSI was administered to all the participants in an attempt to establish what coping strategies were employed by them. It consists of three subscales (problem solving, avoidance, and seeking social support) which are independent of one another and, according to the authors, free from demographic influences. The MHC-SF was administered to all the participants as a measure of well-being. The MHC-SF places individuals on a continuum which ranges between complete mental health (flourishing) to incomplete mental health (languishing). Those who are neither flourishing nor languishing are said to be moderately mentally healthy. All the measures that were administered proved to be reliable and thus interpretable, except for the subscales of the TSI. Therefore, only the TSI total scale score was used for interpretation. Results indicated that this group of teachers were experiencing high levels of stress and were making above average use of all three coping behaviours to deal with their stressors. 70% of the teachers were reportedly moderately mentally healthy, while 2% of them were languishing, and only 28% of them were flourishing. Of these teachers, those who reported smoking and alcohol use as a coping behaviour were experiencing less stress than those who abstained. These results were, however, only of small to medium practical significance. Intercorrelational results indicated that, although stress levels were high, stress had no direct and significant relation to either coping or well-being. The use of certain coping strategies, however, correlated positively with some aspects of mental health. In order to elucidate the nature of the relationships that seemed to exist between these constructs, path analysis was conducted. Structural Equation Modelling (SEM) results revealed a strong negative path between the use of avoidance as a coping strategy and the emotional well-being of participants. A direct significant path was reported between seeking social support and the social well-being of this group of teachers. Another significant finding was the existence of a direct path between problem solving and the social and psychological well-being reported by participants. The implications of these results, as well as the possible shortcomings of the current study and its limitations, were discussed. In conclusion, the results indicated that coping behaviour had little effect on the amount of stress that the teachers experienced, although it seems that coping behaviour does have a significant effect on some aspects of mental health. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2010.

The aim of this study was to examine the effects of coping behaviour on the stress and psychological well-being as experienced by South African teachers. A review of relevant literature revealed that the teaching profession is an extremely stressful occupation globally. Factors contributing to the stress that teachers experience include the downsizing of the number of teachers in schools and insufficient training being provided for teachers. Exposure to these chronically stressful conditions has psychological and physical consequences for some teachers. Numerous studies, however, have also pointed out that some teachers, in the same teaching environment, experienced less stress and had better physical health than others. In an effort to gain clarity on these contradictory findings, many studies regarding the effect of various coping behaviours have been undertaken. No literature could, however, be found regarding the different coping behaviours used by African teachers and which strategies proved a success. Therefore, the aim of this study was to investigate the effect that coping behaviour had on the level of stress, as well as psychosocial well-being, experienced by black South African teachers. The current study was conducted as part of the SABP A (Sympathetic Activity and Ambulatory Blood Pressure in Africans) project conducted at the North-West University. Data for this sub study was collected through a cross-sectional design and the statistical consulting services of the university were involved in the analysis of the raw data. The Teacher Stress Inventory (TSI) (Boyle, Borg, Falzon, & Baglioni, 1995), the Coping Strategy Indicator (CSI) (Amirkhan, 1990), and the Mental Health Continuum-Short Form (MHC-SF) (Keyes, 2006) were administered to 200 urban African teachers residing in the Kenneth Kahunda district in the North West Province. The TSI was administered as a self report measure of occupational stress in teachers. The CSI was administered to all the participants in an attempt to establish what coping strategies were employed by them. It consists of three subscales (problem solving, avoidance, and seeking social support) which are independent of one another and, according to the authors, free from demographic influences. The MHC-SF was administered to all the participants as a measure of well-being. The MHC-SF places individuals on a continuum which ranges between complete mental health (flourishing) to incomplete mental health (languishing). Those who are neither flourishing nor languishing are said to be moderately mentally healthy. All the measures that were administered proved to be reliable and thus interpretable, except for the subscales of the TSI. Therefore, only the TSI total scale score was used for interpretation. Results indicated that this group of teachers were experiencing high levels of stress and were making above average use of all three coping behaviours to deal with their stressors. 70% of the teachers were reportedly moderately mentally healthy, while 2% of them were languishing, and only 28% of them were flourishing. Of these teachers, those who reported smoking and alcohol use as a coping behaviour were experiencing less stress than those who abstained. These results were, however, only of small to medium practical significance. Intercorrelational results indicated that, although stress levels were high, stress had no direct and significant relation to either coping or well-being. The use of certain coping strategies, however, correlated positively with some aspects of mental health. In order to elucidate the nature of the relationships that seemed to exist between these constructs, path analysis was conducted. Structural Equation Modelling (SEM) results revealed a strong negative path between the use of avoidance as a coping strategy and the emotional well-being of participants. A direct significant path was reported between seeking social support and the social well-being of this group of teachers. Another significant finding was the existence of a direct path between problem solving and the social and psychological well-being reported by participants. The implications of these results, as well as the possible shortcomings of the current study and its limitations, were discussed. In conclusion, the results indicated that coping behaviour had little effect on the amount of stress that the teachers experienced, although it seems that coping behaviour does have a significant effect on some aspects of mental health. / Thesis (M.A. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2010.

Behavioural and emotional problems in children have been linked with a number of deleterious effects for the child, their family and the community at large. Research has demonstrated that targeting parents through behavioural family interventions is an effective way of ameliorating the negative long term effects of early behaviour problems. A number of evidence-based interventions have been shown to be effective in reducing dysfunctional parenting practices and reducing the severity and intensity of behaviour problems however less than 10% of parents’ access parenting services and even fewer access evidence-based interventions. Some researchers now advocate that a population approach that emphasizes prevention rather than treatment and considers parenting in its broader ecological context is required to increase parental access to evidence-based parenting interventions and reduce population levels of disruptive behaviour problems. One important context that affects parenting is the workplace. Changing economic and demographic climates mean the majority of parents are now employed and must balance the competing demands of work and family commitments leading to increased levels of work and family conflict as functioning in one domain invariably effects functioning in the other. High levels of work and family conflict have been shown to increase psychological distress and dysfunctional parenting and are associated with a range of negative organisational outcomes such as increased turnover and absenteeism. Additionally, levels of work and family conflict are highest in parents of young children indicating that balancing work and parenting is particularly difficult at a point in a child’s life where there is greatest development plasticity. This thesis argues that one way to improve parents’ access to services and to reduce work and family conflict is to provide support to working parents in the form of a workplace parenting intervention. Such an intervention has the potential to ease the burden on working parents, increase parental access to evidence-based parenting support and reduce population levels of disruptive behaviour problems. This research comprises of a randomised controlled trial of Workplace Triple P, a variant of Triple P- Positive Parenting Program that is tailored to the specific needs of working parents. Two studies are presented. Study 1 examined the utility of a model that posits that the relationship between parental exposure to disruptive behaviour problems and occupational stress is mediated by family-work conflict. Data analyses supported the hypothesised model. The relationship between parental exposure to disruptive behaviour problems and occupational stress was fully mediated by family-work conflict. The results of this study provide a rationale for examining parenting in a workplace context by demonstrating that disruptive behaviour problems in the children of employees are related to higher levels of occupational stress and that reducing disruptive behaviour and family-work conflict should result in reductions in occupational stress. Study 2 built on the findings of Study 1 by evaluating the effectiveness of Workplace Triple P, a workplace parenting intervention that aims to assist parents to more effectively manage work and family demands. Using a sample of teachers balancing work and parenting commitments, a randomised controlled trial was conducted comparing Workplace Triple P to a waitlist control condition. Results indicated that participants who completed the Workplace Triple P intervention reported improvements in five key outcome areas: disruptive behaviour problems, parenting style and satisfaction, personal adjustment, work and family conflict and occupational wellbeing. Specifically, compared with participants in the waitlist control condition participants in the intervention condition reported that their child displayed lower numbers of disruptive behaviours and engaged in problem behaviour less frequently, that they themselves engaged less in verbose, over-reactive and lax parenting styles, that they felt more confident in dealing with a range of behaviour problems across a range of home and community settings and enjoyed parenting more. Participants in the intervention condition also reported lower levels of personal anxiety and depression. The intervention was also effective at improving work-related variables. Participants who completed the Workplace Triple P intervention reported lower levels of work-family conflict, family-work conflict and occupational stress, as well as reporting increased levels of occupational efficacy. No changes were reported for participants in the waitlist control condition. Participants in the intervention condition were reassessed at 4-months post intervention. Results indicated that all intervention gains were maintained. Together these studies contribute significantly to our understanding of work-family interface by providing insight into the mechanisms by which family life exerts an influence on occupational stress and by demonstrating that a workplace parenting intervention has the potential to improve functioning both family and occupational domains. The findings have significant implications for assisting parents more effectively manage work and family demands, for increasing parental access to services, and informing family-friendly policies and practices. Research, clinical and policy implications are discussed.

For many years, and particularly since the 1980s, the state has taken an interest in the curriculum of state-funded secondary schools. This interest has focused largely on utilitarian imperatives for employment and economic sustainability. A consequence of this utilitarian conception of state education is that art viewed, as a less useful subject within the curriculum, is threatened by this. Against an historic discourse about the nature of art itself and why it is taught and its value in society, the question of 'What is art'? and 'What is the role of the art teacher'? continue to defy a consensus that is useful to teachers. Concurrently, these important arguments have inevitably impinged on the practice of art teachers who find themselves distanced from cherished liberal and social imperatives, and confused about what is expected of them. This study looks at how these pervasive arguments make an impact on teachers who, although studied as artists and trained to teach art, now find themselves dubbed 'art and design' teachers as the requirements of the state and its increasingly utilitarian system exerts more control over their working lives. More than twice as many art graduates (3.4% of fine art graduates in 2016) enter teaching than design graduates (1.3% design graduates in 2016) (Logan and Prichard, 2016). A piece of qualitative research was completed with a combined sample of 23 teachers. Building on Efland's streams of influence underpinning the development of art education: Expressionist, Scientific Rationalist and Reconstructivist; and Hickman's rationales for art education: Social Utility, Personal Growth and Visual Literacy, a tentative theory is proposed and hypotheses explored. Some teachers questioned revealed sadness at a perceived reduction in time for lessons devoted to self-expression, art history, cultures, critical evaluation, experimentation, imagination, risk taking, and creativity. Some teachers felt deeply that they and their subject is misunderstood, undervalued and under threat. Many were not comfortable with a role that was at variance with the one they had been trained for. Some teachers suggested their role was no longer concerned with developing children's individual talents but had become too design-based, too predictable, too linear, and too concerned with measurable outcomes and results. Capturing the words of 23 teachers in interviews and surveys contributes to the literature and provides teachers, policy makers and future researchers with vital insights into what an art teacher is and why they teach art, and how this is at variance with National Curriculum aims. These insights are vital because the present lack of consensus about such fundamental arguments has contributed to a devaluing of art in the curriculum to a point where the future of art in state-funded secondary schools is no longer guaranteed.

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)

Magister Commercii - MCom / 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. / South Africa

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The diploma thesis is aimed at the issue of stress load in beginner teachers and at the ways they cope with it. The theoretical part amasses and elaborates on the information available in literature and presents the results of research endeavours dealing with the topic. As a follow-up of the theoretical part, the research part constitutes the second major portion of the paper. It is carried out in the way of an explorative research which aims at the deeper examination of the topic, at providing both professional and non-professional persons with useful information, at the formulation of new hypotheses and at the directing of future research efforts in the right way. The aforementioned aim is identical with the aim of the entire thesis as well. Based on the aim, the research itself is divided into two constitutive parts, where each presents the reader with certain kinds of information. The first part uses descriptive statistics to summarize the data amassed by the quantitative method of a questionnaire survey, whereas the second part makes use of the methods of inferential statistics in order to analyse said data and draw a comparison of two different subsets of the sample involved. At the end of the diploma thesis, results of the research are presented and used to draw a conclusion about the topic,...