A Study of Work Stress and Coping among Primary School Teachers in New Zealand

Autor/in	Jain, Shilpa
Titel	A Study of Work Stress and Coping among Primary School Teachers in New Zealand
Quelle	In: New Zealand Journal of Teachers' Work, 18 (2021) 1, S.18-35 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-6662
Schlagwörter	Foreign Countries; Elementary School Teachers; Stress Variables; Teaching Conditions; Coping; Teacher Attitudes; Work Attitudes; Teacher Motivation; Psychological Patterns; Social Desirability; Teacher Role; Faculty Workload; Teaching Experience; Social Support Groups; Stress Management; Well Being; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrbedingungen; Unterrichtsbedingungen; Bewältigung; Lehrerverhalten; Work attitude; Arbeitshaltung; Soziales Bedürfnis; Lehrerrolle; Social support; Soziale Unterstützung; Stressmanagement; Stressbewältigung; Well-being; Wellness; Wohlbefinden; Neuseeland
Abstract	This article reports on a research study of the perception of work stress among twelve participant primary school teachers in the Wellington region in New Zealand. Specifically, it focuses on the way the participants' perceive work stress and its contributing factors, and the coping strategies they employ. Interpretative phenomenological analysis (IPA) was chosen to analyse semi-structured interview data. The interviews examined the way teachers make sense of their stress experiences and five overarching themes emerged: (i) teaching as relentless work, (ii) intrinsic motivation as sustaining factor, (iii) reality of high stress levels, (iv) emotional elements of teaching, and (v) lack of desirability of teaching role. This study shows that the participant teachers' perceived stress ranged from moderate to high levels due to high workload, multiple sources of stress, the emotional demands of the role and the frustration and constraints they face in role performance. In contrast, however, the participants also derived joy from their role and used positive coping mechanisms to cope with work demands. This study found that certain positive coping strategies, such as teaching experience, cognitive reframing, and seeking social support, are learned over time and come with experience. This article contributes to the literature on teacher stress in the New Zealand context and offers recommendations for mitigating stress and supporting the well-being of primary school teachers. (As Provided).
Anmerkungen	New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01