Through the extensive use of teachers' reports, the many and varied stresses endured by teaching staff and their reactions to them are identified. In focusing on the dual problem of reducing pressures on teaching staff and strengthening their coping resources, this book calls attention to a series of issues within education. Chapters are devoted…

Discusses a variety of ways in which teachers respond to the demands of teaching disruptive students. (Author/RK)

Signs and sources of stress among approximately 220 special educators were identified, the most prevalent being feelings of exhaustion, frustration, disturbed sleep, and withdrawal. Coping resources included personal, interpersonal, organizational, and community approaches. Conclusions stressed the need for more administrative support, counseling,…

Teachers have identified a number of stress situations in their work with disruptive children: insecurity due to student unpredictability, doubting their effectiveness, frustrated attempts at communication with other professionals, and feelings of isolation and limited social relationships (expressed by residential workers). (CT)

West German and English teachers completed questionnaires and interviews about stress situations and responses. English teachers identified more stress situations than German staff, who felt more certain of their roles and more involved in school decision-making. Both reported poor staff communications and disruptive pupil behavior as their major…

Educators possess a wealth of understanding and experience that can help colleagues deal with heavy work pressures more effectively within the framework of a whole school policy for stress management. The coping strategies discussed embrace a wide range of skills, knowledge, techniques, relationships, thoughts, and activities that may be…

The purpose of this study was to broaden the aptitude by treatment interaction paradigm. The relationship between memory span and performance in two different transfer conditions was examined, and task involvement and anxiety were considered as they contribute to the relationship between aptitudes and performance. (CK)