ERIC Number: ED469429
Record Type: Non-Journal
Publication Date: 2002
Reference Count: N/A
Feeling the Strain: An Overview of the Literature on Teachers' Stress.
The Scottish Council for Research in Education (SCRE) reviewed the literature on teacher stress, examining what stress is, causes and effects of stress in teaching, how teaching compares with other professions, what Scottish research says, and how teachers cope with stress. Stress has increasingly acquired a negative connotation, implying excessive demand or pressure, though it was originally defined as a neutral general adaptive syndrome of the human body to demands. Measurement of teachers' stress levels has relied heavily on information gained from self-report scales and inventories. It is generally accepted that stress is a multidimensional, multilevel phenomenon influenced by personal, situational, or structural factors. Some comparisons are possible between teaching and other occupations. For example, Scottish research indicates that teachers' stress levels are within the norm for the Occupational Stress Index. Few studies of teacher stress in Scotland have been commissioned. The most relevant Scottish research on teacher stress comes from two SCRE studies, which show that teachers believe their workload is increasing. Teachers have adopted many coping strategies, most of which are palliative because teachers feel unable to address the root causes of occupational stress. The general advice for helping teachers cope is to develop realistic, positive attitudes and good physical health. (Contains 62 references.) (SM)
Descriptors: Coping, Educational Research, Elementary Secondary Education, Faculty Workload, Foreign Countries, Stress Management, Stress Variables, Teacher Attitudes, Teaching (Occupation)
Scottish Council for Research in Education, 61 Dublin Street, Edinburgh EH3 6NL, Scotland, United Kingdom. Tel: 0131-557-2944; Fax: 0131-556-9454.
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: Scottish Council for Research in Education, Edinburgh.
Identifiers - Location: United Kingdom (Scotland)