ERIC Number: ED335334
Record Type: RIE
Publication Date: 1991
Reference Count: N/A
A Longitudinal Study of Occupational Stress in First-Year Teachers.
Schonfeld, Irvin Sam
This study was conducted to examine the link between occupational conditions and depressive symptoms in newly appointed teachers. Emphasis was placed on the variability among schools to which teachers were assigned. Subjects were recruited during the spring semesters of 1987-89 as final senior year seminars were being completed at teacher-training institutions in New York City. The sample consists of a highly representative group of 255 newly appointed female teachers who were to begin teaching in the fall following recruitment. Questionnaires were designed to supply information on depressive symptoms as well as nonoccupational stresses. Contact was made during the summer prior to entering the work force, once during the fall, and once during the spring. Findings suggest that teachers in the most difficult schools showed an increase in depressive symptoms and that the relationship between working conditions and depressive symptoms is strong. Teachers in the most adverse school environments exhibited the most depressive symptoms although there were no preemployment differences in the summer questionnaire. A conclusion is that adverse school conditions may have detrimental effects on mental health and that more benign work environments may be related to better mental health. (LL)
Descriptors: Beginning Teachers, Depression (Psychology), Educational Environment, Elementary Secondary Education, Females, Institutional Characteristics, Longitudinal Studies, Mental Health, Quality of Working Life, Stress Variables, Symptoms (Individual Disorders), Teaching Conditions, Teaching (Occupation)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: New York (New York)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991) and at the Annual Meeting of the American Psychological Society (Washington, DC, June 14, 1991).