ERIC Number: ED201639
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Stress and the Classroom Teacher. What Research Says to the Teacher.
Swick, Kevin J.; Hanley, Patricia E.
In the past decade, increased demands on teachers have often resulted in situations conducive to stress. Teacher stress is defined as the occurrence of perceived negative situations that result in adverse teacher reactions or behaviors. Teacher stress can result from situations in three areas: (1) environmental stressors, encompassing living conditions, job security, scheduling pressures, and federal programs and regulations; (2) interpersonal stressors, resulting from relationships with family, friends, students, parents, and colleagues; and (3) intrapersonal stress, arising from personal or professional feelings of inadequacy, role conflict or ambiguity, lack of influence, or a sense of alienation. The results of stress can be positive or negative. Some stress management techniques are: organizing the environment to prevent unnecessary stress; using teaching teams; establishing personal and professional priorities; and providing for self-renewal. (FG)
Descriptors: Elementary Secondary Education, Inservice Teacher Education, Interpersonal Relationship, Life Style, Mental Health, Self Concept, Self Determination, Stress Variables, Teacher Alienation, Teacher Attitudes, Teacher Characteristics, Teacher Morale, Teacher Response, Teaching Conditions
NEA Distribution Center, Academic Building, West Haven, CN 06516 (Stock No. 1052-3-00; $1.00; NEA member's discount available for orders of more than 10 copies).
Publication Type: Reports - Evaluative; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: National Education Association, Washington, DC.
Identifiers: Teacher Stress