An analysis of perceived stress in elementary and secondary student teachers and full-time teachers

Two hundred and four elementary and secondary public school teachers and student teachers were presented with an inventory of potentially stressful school situations in five categories: discipline and classroom management, personal relations with students, student progress, institutional demands, an...

Full description

Saved in:
Bibliographic Details
Published in:The Journal of experimental education 1985-01, Vol.54 (1), p.11-14
Main Authors: Gorrell, John J., Bregman, Norman J., McAllister, Hunter A., Lipscomb, Thomas J.
Format: Article
Language:English
Subjects:
Belastung
Classroom management
Educational personnel
Educational sciences
Elementary school teachers
Experienced teachers
Job satisfaction
Lehrer
Occupational problem, occupational relations, trade unionism
Psyche
School discipline
Secondary school teachers
Secondary schools
Student teachers
Teacher discipline
Teachers
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Two hundred and four elementary and secondary public school teachers and student teachers were presented with an inventory of potentially stressful school situations in five categories: discipline and classroom management, personal relations with students, student progress, institutional demands, and facilities and supplies. Subjects rated the situations according to levels of stressfulness and importance. Dependent measures were analyzed employing a 2 (elementary vs. secondary) × 2 (full-time vs. student teacher) MANOVA. Analysis of the data revealed that elementary school teachers reported significantly higher levels of stress than secondary school teachers. Significant univariates were found between these two groups in four of the five categories. The pattern of significant effects supports a conception of two types of stress, structural and conflict, affecting the teacher.
ISSN:0022-0973
1940-0683
DOI:10.1080/00220973.1985.10806391