ERIC Number: ED211497
Record Type: RIE
Publication Date: 1981-Aug
Work Role Stress Among Female and Male Public School Teachers.
Gupta, Nina; Jenkins, G. Douglas, Jr.
This study explored the potent sources of stress for a sample of teachers, investigated the differences in stress predictors for men and women, and examined the consequences of stress for men and women. Twenty-five public school teachers participated; sixteen of these were women and nine were men. The study was conducted through interviews with the teachers. Stressors were categorized under three broad categories: job-related factors, interpersonal factors, and general organizational factors. The interviews sought to determine the perceived role demands that an individual is unable to satisfy and the extent of symptoms of strain. Results indicated that quantitative role overload was the stress most frequently experienced by the subjects, followed by role ambiguity and role conflict. Stressors generally tended to be more potent for women than for men. Job variety, job responsibility, and interpersonal characteristics were found to be salient stressors for women. No stressor appeared to be salient for men. Organizational stressors were minimally potent among both men and women. While women were more likely to report the experience of role stress than were men, stress resulted in the experience of psychological strain for both men and women. Stress had predictable effect on men. For women, however, role stress was inversely related to physiological and behavioral strain symptoms. (JD)
Descriptors: Educational Environment, Interpersonal Competence, Peer Relationship, Psychological Patterns, Public School Teachers, Role Conflict, Self Concept, Sex Differences, Stress Variables, Teacher Attitudes, Teacher Characteristics, Teacher Role, Teaching Load, Vocational Adjustment, Work Attitudes
Southwest Educational Development Laboratory, 211 East Seventh Street, Austin, TX 78701 ($3.00).
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: Southwest Educational Development Lab., Austin, TX.
Note: Paper presented at the Annual Convention of the American Psychological Association (89th, Los Angeles, CA, August 27, 1981).