ERIC Number: ED368700
Record Type: RIE
Publication Date: 1993
Reference Count: N/A
Time and Tasks: Teacher Workload and Stress. Spotlights 44.
The study reported on in this issue was conducted to examine teachers' workload and associated stress. The specifics of the study were: the hours teachers worked during a given week, the tasks which filled those hours, and whether teachers felt stressed during that week. Teachers in 58 primary and 32 secondary schools were asked to complete a questionnaire, The Occupational Stress Indicator, used in industry and with other professional groups to give a general picture of stress. They were also asked to keep a daily diary for one week using a format that divided each day into 15 minute time spans. Analysis of the diaries (570 or 66% returned) and the Occupational Stress Indicator (530 returned) indicated that in the primary sector all stages were fairly equally represented and in the secondary sector all teaching subjects were represented. The teachers' work week tended toward the heavier end of workload (mean of 42.5 hours)and 75 percent reported that they spent more extra time than they considered reasonable. Participants also reported on whether or not they felt stressed, the causes and symptoms of stress, and coping strategies they employed. The survey findings painted a picture of an occupational groups putting in, on an average, an extra day's work over seven days of the survey week; reporting between three and five occasions of stressful feelings in that week; and registering high scores on the measure of occupational stress. (LL)
Descriptors: Diaries, Elementary School Teachers, Elementary Secondary Education, Foreign Countries, Noninstructional Responsibility, Secondary School Teachers, Stress Management, Stress Variables, Teacher Attitudes, Teacher Responsibility, Teaching Load, Teaching (Occupation), Working Hours
Scottish Council for Research in Education, 15 St. John Street, Edinburgh, Scotland EH8 8JR.
Publication Type: Reports - Research
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Authoring Institution: Scottish Council for Research in Education.