ERIC Number: ED243833
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
The Role of Teacher Stress, Cognitive Complexity, and Career Maturity in Teacher Socialization.
Franz, John B.; Dembo, Myron H.
A research study investigated the relationship of stress in teachers' work environment to teachers' level of cognitive complexity (level of thinking) and their career maturity, and the relationship of stress, cognitive complexity, and career maturity to teaching experience. Participants were teaching elementary school in an urban environment: 23 education students, 32 student teachers, 30 beginning teachers, 12 intermediate teachers, and 15 experienced teachers. The conceptual complexity of subjects was measured by the Paragraph Completion Test (Phares & Schroder). Subjects' career maturity was assessed using Crites' Career Maturity Inventory-Adult Form, Attitudes Scale, and Competence Test. The Teacher Work-Life Inventory measured stress in teachers' work environments. The data provide support for the view that stress in the work environment of urban elementary school teachers is associated with their cognitive complexity. Results also suggest that elementary school teachers may tend to make better career decisions under less stressful work conditions and that the career maturity of teachers appears to increase with added experience. Issues for further research are considered. (JD)
Descriptors: Adjustment (to Environment), Attitude Change, Career Development, Cognitive Style, Coping, Elementary School Teachers, Elementary Secondary Education, Socialization, Stress Variables, Teaching Conditions, Teaching Experience, Teaching (Occupation), Urban Schools, Vocational Maturity, Work Environment
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).