Problems that face teachers, especially those in secondary schools, are
discussed. How they have developed over the years to what is now considered
to be a crisis level, the increase in absenteeism and illness of the teaching
force are also reviewed.
A review of existing material explains the nature of stress. The psychobiological
aspects are reviewed paying particular attention to the many coping
mechanisms that the person will employ and explains how perceptions of
situations can play a vital role.
Factors that create stress for the teacher are discussed and categorised
into familiar sections including pupils, working conditions, working in an
organisation, the effects of management, the self concept and role conflict.
Selection, training, assessment, pay and promotion are dealt with together in
an additional category.
Results from a Questionnaire completed by teachers from four local
education authorities provides additional material to be considered and
reinforces many of the previous claims and observations. After the findings
are discussed, conclusions and recommendations are made for the improvement
of morale and the reduction of stress in the teaching profession.
Many of the conclusions made are linked closely to the self concept of
the teacher. This self concept appears to be the focal point at which the
problems besetting the teacher meet and are dealt with in either a positive or
negative manner. Many of the recommendations made have the effect on the
self concept of the teacher as a prominent feature.
The stress provoking situations experienced by teachers seem to be
reaching unacceptable levels. The physical and mental welfare of teachers is
called upon to be monitored in order to reduce the harmful effects that poorly
motivated teachers may have on pupils and in order to reduce the physical and
mental difficulties apparently being suffered by the teaching profession.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/3843 |
| Date | January 1985 |
| Creators | Mills, Sandra Hartington |
| Contributors | Dobson, C. |
| Publisher | University of Bradford, Postgraduate School of Social Analysis (Research in Education Unit). |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Thesis, doctoral, PhD |
| Rights | <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/"><img alt="Creative Commons License" style="border-width:0" src="http://i.creativecommons.org/l/by-nc-nd/3.0/88x31.png" /></a><br />The University of Bradford theses are licenced under a <a rel="license" href="http://creativecommons.org/licenses/by-nc-nd/3.0/">Creative Commons Licence</a>. |
Page generated in 0.0022 seconds