Teacher Stress and Coping Strategies
Keywords:
teacher, stress, coping strategies, evaluate
Abstract
The article wants to describe the perceived stressors for teacher from Romania and the appropriate modalities for reducing this professional stress. We try to investigate the perceptions of teacher upon the evaluation as a stress factor and the solutions for this stress. For this study we apply a questionnaire which was administrated to 120 teachers from Suceava County. The research showed that Romanian teachers experience high levels of stress, almost half of them being tempted to give up this profession. The most used coping actions reported were the positive ones, such as enjoyable activities. Final finding is that increasing qualified personnel, creating a positive organizational climate and communicate results of evaluation process.
References
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Albu, G. (2013). Grijile şi îngrijorările profesorului, Ed. Paralela 45, Piteşti;
Aldrup, K., Klusmann, U. & Ludtke, O. (2017) Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers, Learning and Instruction, 50, pp. 21-30,
Bachkirova, T. (2005). Teacher stress and personal values: An exploratory study. School Psychology International, 26(3), 340-352.
Blasé, J., (1986). A qualitative analysis of sources of teacher stress: Consequences for performance. American Educational Research Journal, 23(1).
Boyle, G.J., Borg, M.G., Falzon, J.M. Baglioni, A.J. (1991) A structural model of the dimensions of teacher stress, British Journal of Educational Psychology, 65 (1995), 49–67.
Brate, A., Grecu, A. (2006). Diagnoza multidimensională a stresului ocupaţional la profesorii din învăţământul preuniversitar. Revista de Psihologie Organizaţională, Vol. VI, nr. 1-2.
Brown, Z. & Uehara, D. L., (1999) Coping with teacher stress: A research synthesis for pacific educators. Pacific Resources for Education and Learning, 1-32.
Clipa, O. & Gavriluta, P. (2017). Early Childhood Education – Parents Perceptions The European Proceedings of Social and Behavioural Sciences, pp.1716-1723,
Clipa, O., & Juravle, V. (2017). Development of Creativity in Primary School–Challenge and Possibilities. The European Proceedings of Social and Behavioural Sciences (EpSBS), pp.1724-1732,
Clipa, O., (2015) Roles and strategies of Teacher Evaluation: Teacher perspectives. Procedia-Social and Behavioral Sciences, vol. 180, 2015, pp. 916-923, http://www.sciencedirect.com/science/article/pii/S187704281501589X
Clipa, O., (2015) Stress factors and Solutions for the Phenomenon of Burnout of Preschool Teachers. Procedia-Social and Behavioral Sciences, vol. 180, 2015, pp. 907-915, http://www.sciencedirect.com/science/article/pii/S1877042815015876
Colomeischi, A.A., Colomeischi, T., & Clipa, O. (2014) Teacher Works Mentality and Work Satisfaction in Relation with Their Personality Traits. Procedia Social and Behavioral Sciences, vol. 159, pp. 345-349, Elsevier – Science http://www.sciencedirect.com/science/article/pii/S187704281406515X
Cooper, C.L., & Marshall, J. (1976). Occupational sources of stress: A review of the literature relating to coronary heart disease and mental ill health. Journal of Occupational Psychology, 49, 11–28.
Cooper, C.L., Cartwright, S., (2001) Organizational Management of Stress and Destructive Emotions at Work. In Payne R.L. şi Cooper, C.L. (EDS), Emotions at Work. Theory, Research and Applications for Management, Chichester, England, John Wiley and Sons,
Cozolino, L. (2017). Predarea bazată pe ataşament. Cum să creezi o clasă tribală. Ed. Trei, Bucureşti;
Crașovan, M & Ungureanu, D. (2010). Teachers’ convictions and beliefs regarding the professional debut, Procedia Social and Behavioral Sciences, 2, pp. 2829–2835.
Dick, R., & Wagner, U. (2001) Stress and strain in teaching: a structural equation approach, British Journal of Educational Psychology, 71(2001), pp. 243–259.
El Helou, M., Nabhani, M., & Bahous, R. (2016) Teacher s views on causes leading to their burnout, School Leadership & Management,
Fengler, J. (2016) Burnout. Strategii pentru prevenirea epuizării profesionale. Ed Trei, București.
Fimian, M.J. (1984). The development of an instrument to measure occupational stress in teachers: The teacher stress inventory. The British Journal of Occupational Psychology, 57, 277-293.
Gano-Garcia, F.J., Padilla-Munoz, E.V., & Carassco-Ortiz, M.G. (2005). Personality and contextual variables in teacher burnout, Personality and Individual Differences, vol. 38, pp. 929 – 940.
Ghiaţău, R. (2016). Evaluarea profesorilor. Evoluţii şi provocări, Ed. Institutul European, Iaşi.
Gramaticu, O. (2011). Stresul ocupaţional în grădiniţele cu program prelungit. Impactul schimbărilor în structura educaţională asupra resursei umane din învăţământul preşcolar (teză de doctorat) – Iaşi.
Griffith, J., Steptoe, A., & Cropley, M. (1999). An investigation of coping strategies associated with job stress in teachers. British Journal of Educational Psychology, 69, 517-531.
Guglielmi, R., & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68(1), 61-99.
Hartney, E. (2008). Stress Management for Teachers, Continuum International Publishing Group, London.
Hastings, R., & Bham, M. (2003). The relationship between student behaviour patterns and teacher burnout. School Psychology International, 24(1), 115-127.
Ignat, A.A., & Clipa, O. (2012). Teachers satisfaction with life, job satisfaction and their emotional intelligence. Procedia Social and Behavioral Sciences, 33, pp. 498–502, Elsevier – Science Direct http://www.sciencedirect.com/science/article/pii/S1877042812001796;
Griffith, J., Steptoe, A., & Cropley, M. (1999). Una investigación sobre estrategias de afrontamiento asociadas con el estrés laboral en maestros, British Journal Education Psychology, 69, pp. 517–531
Kantas, A. (1995). Group processes-conflict-development and change- culture-occupational stress. Athens: Greek Letters.
Kitchen; H., et al (2017). Romania 2017, OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264274051-en
Kyriacou, C., & Chien, P. (2004). Teacher stress in Taiwanese primary schools. Journal of Educational Enquiry, 5(2), 86-104.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
Masari, G., Muntele, D., & Curelariu, V. (2013). Motivation, work-stress and somatic symptoms of Romanian preschool and primary school teachers. Procedia – Social and Behavioral Sciences, 84, pp. 332-335.
Mongomery, C., & Rupp, A. (2005). A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers. Canadian Journal of Education, 28(3), 458 -486.
Nasser, F.A.A. (2015). Teacher Stress and Coping: The Role of Personal and Job Characteristics. Procedia – Social and Behavioral Sciences, 185, 374-380.
Neves de Jesus, S., Miguel-Tobal, J.J., Rus, C.L., Viseu, J., & Gamboa, V. (2014). Evaluating the effectiveness of a stress management training on teachers and physicians’ stress related outcomes. Clinica y Salud, 25, pp. 111-115.
Popa, C., Laurian, S., Fitzgerald, C. (2015). An insight perspective of Finland’s educational system. Procedia-Social and Behavioral Sciences Journal, 180(2015), 104-112,
Popa, C., Clipa, O., Bochis, L. (2015). Academic Optimism of Primary School Teachers, Rethinking Social Action. Core Values, Ed. Medimond Publishing Company, Bologna, Italy, ed. Lumen, pp. 1059-1061.
Sandilos, L.E., Goble, P., Rimm-Kaufman, S.E., & Pianta, R. (2018). Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?, Early Childhood Research Quarterly, 42, 280-290.
Sparks, S. (2017). How teacher’ stress affects students: a research roundup, https://www.edweek.org/tm/articles/2017/06/07/how-teachers-stress-affects-students-a-research.html
Sutton, R. (1984). Job stress among primary and secondary schoolteachers: Its relationship to ill-being. Work and Occupations, 11(1).
Travers, C.J., & Cooper, C.L. (1996). Teachers under pressure: Stress in the teaching profession. London, UK: Routledge.
*** The Teaching Profession in Europe: Practices, Perceptions and Policies, Eurydice Raport, 2015, (http://bookshop.europa.eu/is-bin/INTERSHOP.enfinity/WFS/EU-Bookshop-Site/en_GB/-/EUR/ViewPublication-Start?PublicationKey=EC0115389),
Albu, G. (2013). Grijile şi îngrijorările profesorului, Ed. Paralela 45, Piteşti;
Aldrup, K., Klusmann, U. & Ludtke, O. (2017) Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers, Learning and Instruction, 50, pp. 21-30,
Bachkirova, T. (2005). Teacher stress and personal values: An exploratory study. School Psychology International, 26(3), 340-352.
Blasé, J., (1986). A qualitative analysis of sources of teacher stress: Consequences for performance. American Educational Research Journal, 23(1).
Boyle, G.J., Borg, M.G., Falzon, J.M. Baglioni, A.J. (1991) A structural model of the dimensions of teacher stress, British Journal of Educational Psychology, 65 (1995), 49–67.
Brate, A., Grecu, A. (2006). Diagnoza multidimensională a stresului ocupaţional la profesorii din învăţământul preuniversitar. Revista de Psihologie Organizaţională, Vol. VI, nr. 1-2.
Brown, Z. & Uehara, D. L., (1999) Coping with teacher stress: A research synthesis for pacific educators. Pacific Resources for Education and Learning, 1-32.
Clipa, O. & Gavriluta, P. (2017). Early Childhood Education – Parents Perceptions The European Proceedings of Social and Behavioural Sciences, pp.1716-1723,
Clipa, O., & Juravle, V. (2017). Development of Creativity in Primary School–Challenge and Possibilities. The European Proceedings of Social and Behavioural Sciences (EpSBS), pp.1724-1732,
Clipa, O., (2015) Roles and strategies of Teacher Evaluation: Teacher perspectives. Procedia-Social and Behavioral Sciences, vol. 180, 2015, pp. 916-923, http://www.sciencedirect.com/science/article/pii/S187704281501589X
Clipa, O., (2015) Stress factors and Solutions for the Phenomenon of Burnout of Preschool Teachers. Procedia-Social and Behavioral Sciences, vol. 180, 2015, pp. 907-915, http://www.sciencedirect.com/science/article/pii/S1877042815015876
Colomeischi, A.A., Colomeischi, T., & Clipa, O. (2014) Teacher Works Mentality and Work Satisfaction in Relation with Their Personality Traits. Procedia Social and Behavioral Sciences, vol. 159, pp. 345-349, Elsevier – Science http://www.sciencedirect.com/science/article/pii/S187704281406515X
Cooper, C.L., & Marshall, J. (1976). Occupational sources of stress: A review of the literature relating to coronary heart disease and mental ill health. Journal of Occupational Psychology, 49, 11–28.
Cooper, C.L., Cartwright, S., (2001) Organizational Management of Stress and Destructive Emotions at Work. In Payne R.L. şi Cooper, C.L. (EDS), Emotions at Work. Theory, Research and Applications for Management, Chichester, England, John Wiley and Sons,
Cozolino, L. (2017). Predarea bazată pe ataşament. Cum să creezi o clasă tribală. Ed. Trei, Bucureşti;
Crașovan, M & Ungureanu, D. (2010). Teachers’ convictions and beliefs regarding the professional debut, Procedia Social and Behavioral Sciences, 2, pp. 2829–2835.
Dick, R., & Wagner, U. (2001) Stress and strain in teaching: a structural equation approach, British Journal of Educational Psychology, 71(2001), pp. 243–259.
El Helou, M., Nabhani, M., & Bahous, R. (2016) Teacher s views on causes leading to their burnout, School Leadership & Management,
Fengler, J. (2016) Burnout. Strategii pentru prevenirea epuizării profesionale. Ed Trei, București.
Fimian, M.J. (1984). The development of an instrument to measure occupational stress in teachers: The teacher stress inventory. The British Journal of Occupational Psychology, 57, 277-293.
Gano-Garcia, F.J., Padilla-Munoz, E.V., & Carassco-Ortiz, M.G. (2005). Personality and contextual variables in teacher burnout, Personality and Individual Differences, vol. 38, pp. 929 – 940.
Ghiaţău, R. (2016). Evaluarea profesorilor. Evoluţii şi provocări, Ed. Institutul European, Iaşi.
Gramaticu, O. (2011). Stresul ocupaţional în grădiniţele cu program prelungit. Impactul schimbărilor în structura educaţională asupra resursei umane din învăţământul preşcolar (teză de doctorat) – Iaşi.
Griffith, J., Steptoe, A., & Cropley, M. (1999). An investigation of coping strategies associated with job stress in teachers. British Journal of Educational Psychology, 69, 517-531.
Guglielmi, R., & Tatrow, K. (1998). Occupational stress, burnout, and health in teachers: A methodological and theoretical analysis. Review of Educational Research, 68(1), 61-99.
Hartney, E. (2008). Stress Management for Teachers, Continuum International Publishing Group, London.
Hastings, R., & Bham, M. (2003). The relationship between student behaviour patterns and teacher burnout. School Psychology International, 24(1), 115-127.
Ignat, A.A., & Clipa, O. (2012). Teachers satisfaction with life, job satisfaction and their emotional intelligence. Procedia Social and Behavioral Sciences, 33, pp. 498–502, Elsevier – Science Direct http://www.sciencedirect.com/science/article/pii/S1877042812001796;
Griffith, J., Steptoe, A., & Cropley, M. (1999). Una investigación sobre estrategias de afrontamiento asociadas con el estrés laboral en maestros, British Journal Education Psychology, 69, pp. 517–531
Kantas, A. (1995). Group processes-conflict-development and change- culture-occupational stress. Athens: Greek Letters.
Kitchen; H., et al (2017). Romania 2017, OECD Reviews of Evaluation and Assessment in Education, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264274051-en
Kyriacou, C., & Chien, P. (2004). Teacher stress in Taiwanese primary schools. Journal of Educational Enquiry, 5(2), 86-104.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
Masari, G., Muntele, D., & Curelariu, V. (2013). Motivation, work-stress and somatic symptoms of Romanian preschool and primary school teachers. Procedia – Social and Behavioral Sciences, 84, pp. 332-335.
Mongomery, C., & Rupp, A. (2005). A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers. Canadian Journal of Education, 28(3), 458 -486.
Nasser, F.A.A. (2015). Teacher Stress and Coping: The Role of Personal and Job Characteristics. Procedia – Social and Behavioral Sciences, 185, 374-380.
Neves de Jesus, S., Miguel-Tobal, J.J., Rus, C.L., Viseu, J., & Gamboa, V. (2014). Evaluating the effectiveness of a stress management training on teachers and physicians’ stress related outcomes. Clinica y Salud, 25, pp. 111-115.
Popa, C., Laurian, S., Fitzgerald, C. (2015). An insight perspective of Finland’s educational system. Procedia-Social and Behavioral Sciences Journal, 180(2015), 104-112,
Popa, C., Clipa, O., Bochis, L. (2015). Academic Optimism of Primary School Teachers, Rethinking Social Action. Core Values, Ed. Medimond Publishing Company, Bologna, Italy, ed. Lumen, pp. 1059-1061.
Sandilos, L.E., Goble, P., Rimm-Kaufman, S.E., & Pianta, R. (2018). Does professional development reduce the influence of teacher stress on teacher–child interactions in pre-kindergarten classrooms?, Early Childhood Research Quarterly, 42, 280-290.
Sparks, S. (2017). How teacher’ stress affects students: a research roundup, https://www.edweek.org/tm/articles/2017/06/07/how-teachers-stress-affects-students-a-research.html
Sutton, R. (1984). Job stress among primary and secondary schoolteachers: Its relationship to ill-being. Work and Occupations, 11(1).
Travers, C.J., & Cooper, C.L. (1996). Teachers under pressure: Stress in the teaching profession. London, UK: Routledge.
Published
2017-08-20
How to Cite
CLIPA, O. (2017). Teacher Stress and Coping Strategies. LUMEN Proceedings, 2, 120-128. https://doi.org/10.18662/lumproc.icsed2017.14
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Articles
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