Change-Linked Work-Related Stress in British Teachers

Abstract

W hen considering the impacts of educational change and teaching on teachers, there is encountered a vast, often vaguely defined and overlapping literature on such matters as teacher stress, teacher burnout , teacher morale, teacher satisfaction and teacher motivation; a literature which has expanded commensurately with educational innovation and change in the period since the 1960s. Frequently these matters are also the subject of debate and discussion in the public arena, the media, in election campaigns and in teachers' salary disputes. Stress and its effective management are high on the agenda of many primary and secondary schools in Britain today. It has been identified as a major problem in nine out of ten workplaces (Warren and Towl, 1995), leading to rising absenteeism and low morale among staff. This is particularly true of schools. A raft of legislation, resulting from the Education Reform Act 1988, has advocated a locally managed approach to school governanance as part of reform strategies intended to lead to improved student learning outcomes. Subsequent legislation (the Education Acts of 1992, 1993 and 1994) and amendments of the National Curriculum have meant that schools have been going through a period of continual governmentally imposed change. As a result of the 1992 Act all schools are also subject to inspection once every six years. The consequence of all this change is best summed up by the head teacher of an infants' school in the study: My post as head teacher of an infant school has changed dramatically since the passing of the 1988 Education Act. Political legislation has transformed the nature and scale of my work, minimising my training experience whilst thrusting me rapidly forward into budgeting, computing, site management, risk management, etc,-untrained and inexperienced. Perspective on stress In many countries teaching has been identified as one of the most stressful occupations. Studies in the United Kingdom have found typical rates of approximately one-third of teachers surveyed who have reported their job as stressful or extremely stressful (Kyriacou, 1987; Gold and Roth, 1993).

Should I Stay or Should I Go? Physical Education Teachers' Career Intentions

“…For example, poor working conditions (Buckley, Schneider & Shang, 2004;Dinham & Scott, 2000), poor administration (Ingersoll, 2002), lack of resources (Buckley et al, 2004), lack of collegial support or collaboration (Brown, Ralph & Brember, 2002;Karsenti & Collin, 2013), and limited decision-making opportunities (Ingersoll, 2001;Santiago, 2002, 29) are negative correlates that are commonly identified as causing job dissatisfaction. In addition to these, there are multiple other reasons that are can lead to occupational malaise and, consequently, job dissatisfaction.…”

“…This means that teachers' beliefs and attitudes, which most teachers have acquired during their careers, are declining in importance (van den Berg, 2002). Teachers are frustrated with excessive paperwork, intensification of work or lack of time, administrative routines or increasing bureaucratic, extra-curricular assignments or role overload (Brown et al, 2002;Hargreaves, 1994;Kyriacou, Kunc, Stephens & Hultgren, 2003;Moriarty et al, 2001;Perrachione et al, 2008). Low salary is also associated with a decreased commitment to teaching (Guarino, Santibañez & Daley, 2006).…”

The Determinants of Teachers’ Well-Being: The Mediating Role of Mental Fatigue

“…Teachers themselves report that factors such as workload, initiative overload, a target-driven culture, and students' behaviour and discipline relate signifi cantly to their desire to leave the profession (BROWN et al 2002). Other research has highlighted how certain factors intrinsic to the teaching profession can facilitate high levels of stress.…”

The Occupational Stress Inventory-Revised: Confirmatory factor analysis of the original inter-correlation data set and model

“…Occupational stress seems to be a universal phenomenon, with many studies of different occupations suggesting stress levels are rising-for example, among managers, educationists, and in the health and service industries (e.g., Brown et al, 2002;Cooper, 1998;De Jonge, Le Blanc, Peeters, & Noordam, 2008;Dollard & Winefield, 1996;Hicks, Fujiwara & Bahr, 2006;Kinman, 2001;La Montagne, Keegle, Louie, Ostry, & Landsbergis, 2007;Lewig & Dollard, 2003;Mearns & Cain, 2003;Naylor, 2001;Osipow, 1998;Peterson, 2005Peterson, , 2007Rudow, 1999). However, few standardised models of stress measurement exist that enable comparisons across professions assessing stress and its mediators or moderators and outcome effects.…”