Stressors and Stress Levels of Evergreen Teachers
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Authors
Corege, Helen Joan
Issue Date
1990
Type
Thesis
Language
en
Keywords
Alternative Title
Abstract
This study has presented the evolution of stress in teaching and included a brief history of stress concepts. A review of the literature documented significant research and scholarly opinions in the field of stress in education. The scope, variety, and controversy that surround the stress theory are emphasized. A questionnaire survey was used to identify the prevalence, sources, manifestations, and levels of stress among 199 public school teachers in the Evergreen District of San Jose, California. Sources of stress with relatively high mean stress ratings included Time Management and Work-Related Stressors. Other stressors had moderate mean ratings. There appeared to be little association between self-reported teacher stress and demographic characteristics of the teachers. Of the five manifestations of stress, two produced moderate means and three were rated as low. Emotional and Fatigue manifestations were reported more frequently than Cardiovascular, Gastronomical, or Behavioral. A principal component of the analysis that showed a strong effect was the correlation between support and stress levels. The results indicate that teachers who feel a lack of support from their peers and supervisors have higher mean stress scores than teachers who feel supported.