Teaching in Mainstream and Special Schools: Are the Stresses Similar or Different

Autor/inn/en	Williams, Michelle; Gersch, Irvine
Titel	Teaching in Mainstream and Special Schools: Are the Stresses Similar or Different
Quelle	In: British Journal of Special Education, 31 (2004) 3, S.157-162 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0952-3383
DOI	10.1111/j.0952-3383.2004.00347.x
Schlagwörter	Student Characteristics; Disabilities; Context Effect; Teacher Burnout; Educational Psychology; Special Schools; Stress Variables; Teaching Conditions; Teacher Attitudes; Institutional Characteristics + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Erziehungspsychologie; Pädagogische Psychologie; Special school; Sonderschule; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten
Abstract	Research evidence, and the direct experience of many practitioners, suggest that teaching is a stressful profession. However, a number of factors, including, for example, the age group taught, the number of pupils in the class, the hours worked and the type of school, may mediate the types and degree of stress experienced. In this article, Michelle Williams, who carried out this study as part of her degree in psychology at the University of East London and who is not a teacher, and Professor Irvine Gersch, course director of the MSC course in educational psychology at the University of East London, describe work undertaken to compare whether teaching in a mainstream or special school is perceived as more stressful and whether there are different stresses in both types of school. The authors designed a questionnaire to measure teacher stress and collected data from 41 teachers in three mainstream and two special schools. Their results reveal no significant difference in the overall level of stress experienced between mainstream and special school teachers, but five factors do emerge indicating that different types of stress are experienced in the different school settings studied. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10