This paper presents the proposed methodology for an empirical research that relates the professional stress of secondary education teachers to the factor of school performance, as well as practical procedures for recording this phenomenon. The applicability of qualitative research as the proper relevant methodology is documented. The sampling, tools and reliability criteria of the proposed survey are also specified. Although this survey has been designed focusing on the stress factors that affect the teachers of secondary education in Greece, the authors believe that the proposed methodology can be generally applicable for conducting relevant surveys.
Article History
KeywordsProfessional stress Teachers' stress Secondary education Stressors Students' school performance Qualitative research. This paper presents a small-scale empirical qualitative research on school performance, which is a professional stressor for teachers of Western Attica's (Greece), serving in schools of senior Secondary Education, as well as on effective ways of limiting this phenomenon. The sampling, the sample, the tool, and the credibility criteria of this particular survey are determined. The outcomes and the relevant conclusions, resulting from the processing and analysis of primary data, are presented along with a proposal for further research. According to these conclusions, the teachers' stress is increased in the 3rd and last grade of senior secondary education, because of the national admission examinations to tertiary education that their pupils participate in. The stress-levels are exacerbated by parents and their expectations of their children's success. For reducing professional stress, different strategies are applied by individual teachers, headmasters and Teachers' Associations.Contribution/Originality: This study contributes in the existing literature about teachers' professional stress, by presenting the strategies for reducing the stress of teachers in senior secondary education of Greece, applied by headmasters and Teachers' Associations, along with a few general policy proposals for dealing with this issue.
This paper presents a small-scale survey that records the opinions of the educational community (pupils, parents and teachers) of Western Attica (Greece), an area with acute social problems and conditions, about the importance of Cultural Education, with the purpose of incorporating it into the daily activities of high-schools. This survey has been conducted within the framework of the European Programmes “Erasmus+” that support educational initiatives, regarding the mobility of students and teachers in the European Union’s member states and other associated countries, with the purpose of training in issues of common interest. The relevant activities of the overall methodology that is presented herein include the training of high-school teachers in Cultural Education issues. This training aims at achieving the strategic goal of the local educational administration, which considers Cultural Education as a prime tool for confronting social problems in school communities, worldwide.
This paper presents two courses for pupils of special vocational secondary education from socially vulnerable groups, that addresses the issues of various stereotypes and discriminations, especially considering gender and cultural ones. Their methodology of implementation is particularly based on constructivism and teamwork. In addition, the interested educators of Special Education may implement these two courses that are described in sufficient details for this matter. A pilot application of them had been conducted in a vocational school of Special Secondary Education, at the city of Elefsis, Greece.
This paper examines the factors that cause the professional stress of teachers in Secondary Education of Greece. It records several factors that are found in recent international literature and focuses on the main factors of Modern Greek education. A research gap emerges from this review of the literature, regarding various factors. Thus, a proposal for a new research is being formulated, focusing on the approach of school performance as a factor of professional anxiety for secondary school teachers, as well as on the inventory of effective ways of limiting this phenomenon.
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