Teacher Stress: A Review of the International Literature.

Autor/inn/en	Chen, Margaret; Miller, Geri
Titel	Teacher Stress: A Review of the International Literature.
Quelle	(1997), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Faculty; Coping; Elementary School Teachers; Elementary Secondary Education; Foreign Countries; Higher Education; Literature Reviews; Organizational Climate; Secondary School Teachers; Stress Management; Stress Variables; Teacher Burnout; Teacher Characteristics; Teacher Morale; Teaching Conditions + Suchen Sie Ihr Suchwort? Fakultät; Bewältigung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Organisationsklima; Stressmanagement; Stressbewältigung; Burnout-syndrom; Burnout; Burnout-Syndrom; Morale; Moral; Lehrbedingungen; Unterrichtsbedingungen
Abstract	This paper summarizes research on both organizational and individual characteristics positively correlated to teacher stress. Organizational characteristics are time constraints, workload, job demands, role conflict, role ambiguity, income, resources, class size, administrative bureaucracy, autonomy/participation in decision making, collegiality, student discipline and interaction, reward and recognition, and career advancement. Individual characteristics are age, marital status, and gender. Teachers found stress increased by time factors, workloads, role conflict and ambiguity, inadequate income and resources, low autonomy, and issues related to the classroom environment. Individual characteristics contributing to stress included age, experience, gender, and marital status. Recommendations for administrators and teachers include: wider knowledge of the organizational and individual characteristics to help school systems and administrators develop systemic interventions to alleviate teacher stress; and greater teacher awareness of stress factors, which will lead teachers to have greater compassion for themselves, resulting in enhanced coping effectiveness. (Contains 65 references.) (JLS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01