DEALING WITH STRESS IN TEACHER PROFESSION: INDIVIDUAL AND ORGANIZATIONAL STRESS MANAGEMENT MEASURES
DOI:
https://doi.org/10.17770/sie2020vol3.4992Keywords:
individual stress management measures, organizational stress management measures, school leaders’ perspective, teachers’ perspective, teachers’ stressAbstract
Teaching is considered to be one of the most stressful professions. Bad social status of teacher in society, low salary, abundance of work roles, the need to work overtime, education reforms, disrespectful behavior of learners, high demands - all these factors and many others cause teachers‘ stress in their professional activity.
The study is aimed at identifying individual and organizational practices that are used to cope with teacher stress as well as finding out what are the main stress management gaps and areas which need to be improved at organization level and individually. A quantitative survey conducted in five European countries revealed that the most frequent stress management measures used at individual level relate to rational practices focused on managing thoughts and promoting rational and positive thinking. Also different organizational interventions are implemented at school level to promote teachers’ motivation, participatory environment, open communication and support. However, these measures are insufficient. They need to be strengthened and expanded in order to promote more supportive work environment and trainings targeted to fill the gaps in school staff knowledge and skills on resolving conflicts and stress different management techniques.
References
Almonaitiene, J., Lekaviciene, R., & Antiniene, D. (2010). Žmonių santykiai organizacijoje. Kaunas: Technologija.
Byers, S.K. (1987). Organizational stress: Implications for health promotion managers. American Journal of Health Promotion, 2(1), 21-27. DOI: https://doi.org/10.4278/0890-1171-2.1.21
Chen, H., Wong, Y., Ran, M.S., & Gilson, Ch. (2009). Stress among Shanghai University Students. The Need for Social Work Support. Journal of Social Work, 9, 323-344. Retrieved from: http://jsw.sagepub.com/content/9/3/323.full.pdf+html.
Cowley, S. (2006). Mokymo klinika. Vilnius: Tyto alba.
Greenberg, J., & Baron, R.A. (2003). Behavior in Organization: Understanding and Managing the Human Side of Work. Upper Sadle River: Prentice Hall.
Karkockiene, D. (2011). Medicinos ir sveikatos mokslų studentų patiriamo streso ypatumai ir jo įtaka miego kokybei. Visuomenės sveikata, 2(53), 83-92.
Keith, C.H. & Wendy, M.R. (2014). Stress Management for Teachers: A Proactive Guide. New York: The Guilford Press.
Kompier, A.J., Cooper, C.L., & Geurts, A.E. (2000). A multiple case study approach to work stress prevention in Europe. Europe Journal of Work and Organizational Psychology, 9(3), 85-112.
Mahan, P.L, Mahan, M.P, Park, N.J, Shelton, C, Brown, K.C, & Weaver, M.T. (2010). Work Environment Stressors, Social Support, Anxiety, and Depression among Secondary School Teachers. Workplace health and safety, 58(5), 197-205. Retrieved from: https://journals.sagepub.com/doi/abs/10.1177/2165079910058005044
Matteson, M.T. & Ivancevich, J.M. (1989). Controlling Work Stress: Effective Human Resource and Management Strategies. San Francisco: Jossey-Bass Publishers.
McGregor, B.A., Antoni, M.H., Ceballos, R., & Blomberg, B.B. (2008). Very low CD19+ B-lymphocyte percentage is associated with high levels of academic stress among healthy graduate students. Stress and Health, 24. 413–418. Retrieved from: http://web.ebscohost.com/ehost/pdf?vid=22&hid=105&sid=52c0e842-56dc-40e2-a0a3-37c4d7cdac43%40sessionmgr114
Prilleltensky, I., Neff, M., & Bessell, A. (2016). Teacher Stress: WhatIt IS, Why It’s Important, How It Can be Alleviated. Theory into Practice, 55, 104-111. Retrieved from: https://www.tandfonline.com/doi/abs
Downloads
Published
Issue
Section
How to Cite
