Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment

Abstract

Workplace stress and its impact upon retention levels are becoming an increasing concern within the teaching profession (Brown, Davis, & Johnson, 2002; Jarvis, 2002). Research has largely focused upon the effects of environmental factors, whilst noting that it is the interplay between the individual and the environment which may hold the key to understanding this problem (Cox, 1978; Parkes, 1994). Identifying individual contributory factors is essential in understanding why, under the same environmental conditions, some people suffer much greater levels of stress than others. This study examined the influence of Type A behaviour, personal achievement strivings, occupational commitment, gender and nature/experience of teaching on perceived workplace stress within the teaching profession (N = 95). It was predicted that perceived stress would be strongest amongst those reporting higher levels of these factors. A multiple regression analysis indicated that there was a positive relationship between Type A behaviour, personal achievement strivings, and perceived stress. The relationship between perceived stress and occupational commitment, however, was found to be negative. The possible explanations for these findings, and potential implications, are discussed. Future research plans are outlined for exploring the relationships between these individual contributory factors and environmental stressors.

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

“…Consequently, it may have a huge impact on an individuals' well-being and on the school organization as a whole (JEPSON & FORREST 2006). High levels of occupational stress, when experienced in the long term, can lead to a state of burnout (MASLACH et al 2001), exhaustion, psychosomatic complaints, and lack of work engagement (BÜLTMANN et al 2002).…”

The Impact of Occupational Stress on Job Satisfaction Among Kenyan Primary School Teachers

“…The early years of a teacher's career have been recognized as being stressful. Contrary to this, the year of experience on the school teachers did not show any significant effect on job satisfaction and occupational stress in another study (Johannsen, 2011;Jepson & Forrest, 2006;Chona & Roxas, 2009). Also, low wages and limited opportunities for promotion, teachers' goals (occupational and financial) have been identified as a source of stress for Greek primary and secondary teachers (Koustelios & Kousteliou, 1998).…”

Validity and Reliability of the Socio-Contextual Teacher Burnout Inventory (STBI)

“…primary or secondary school, may also be associated with teacher exhaustion and lower job satisfaction (Jepson & Forrest, 2006). In this regard, pupil age is significant (Klassen, 2010;Tatar & Horenczyk, 2003;Wolters & Daugherty, 2007).…”

“…In this regard, pupil age is significant (Klassen, 2010;Tatar & Horenczyk, 2003;Wolters & Daugherty, 2007). Accordingly, the working environment at different school levels is likely to place at least partly unique demands on teacher groups, including class, subject and special education teachers, working at those particular levels (Byrne, 1993;Antoniou et al, 2006;Jepson & Forrest, 2006;Embich, 2007).…”