The externalized nature of teachers' occupational stress and its association with job satisfaction

The dimension of 'blame' was explored as part of a conceptual framework for teachers' externalization of occupational stress. It was proposed that teachers allocate principal responsibility for their occupational stress to sources external to the individual. The authors suggest that teachers externalize their dissatisfaction to these (external to self) domains. This hypothesis was explored with a sample (n=111) of teachers in the service of the New South Wales Department of Education, Australia. A survey, composed of multiple items, dealt separately with the phenomena of perceived occupational satisfaction-dissatisfaction and stress. Four stress factors were isolated. These were named: personal, student, school and external (to school). These factors were consistent with the authors' hypothesis that teachers generally externalize blame for their stress. Further examination of the association between the satisfaction factor scores and the stress factor scores revealed significant canonical correlations. The main contributors to the correlation between stress and satisfaction factors were the personal domain (stress) and income (satisfaction) and the school domain (stress) and school culture (satisfaction).     

Stress factors among lecturers in a college of further education

This article presents some of the findings of a pilot study of sources of stress among lecturers working in a college of further education. The empirical work was carried out over a four-week period, with lecturers, chosen at random, being asked to participate using one or all of the three research methods employed: personal interviews, completing a questionnaire, and keeping a diary.

The study set out to address two broad questions. First, 'What are the experiences that can give rise to stress and, having identified them, how often do these experiences occur?' Second, 'Having identified the sources of stress, did the lecturers feel that such experiences affected their teaching, their preparation for teaching or their assessments as a result of teaching?'

The data highlighted the fact that mere were four broad problem areas or sources of stress within this college of further education and that some were seen to occur 'frequently'. However, whether such sources of stress affected actual teaching was not dear, but mere was some support for the notion that the preparation for teaching and the assessment as a result of teaching were affected.     

Teacher stress and coping over an autumn term in Finland

Psychological stress, coping process and the relationships between stress and coping were examined among 66 teachers representing comprehensive and upper secondary schools in Finland. The research design was longitudinal. Each person was studied four times during the autumn term of 1991 using questionnaires, which were focused on teachers' stress feelings, ways of coping and social relations to colleagues and pupils during Mondays to Thursdays and Friday morning lessons. The results showed a clear accumulation of stress during the autumn term. Four different teacher groups emerged according to the type of stress reported: (1) teachers who were only moderately stressed, (2) those who were not at all stressed, (3) teachers who were exhausted throughout the term, and (4) those whose stress increased strongly during the term. These stress process groups differed with regard to their coping styles, but not background variables. On the level of the whole sample, different ways of coping were quite stable during the autumn term. The study is partially a replication of the longitudinal study on teachers' stress by Kinnunen (1989, 1988) and enables comparisons between stress process groupings between the years 1983 and 1991.     

Human resource development,organization development,organizational learning,and organizational effectiveness: all needed more than ever

In this study the Job Demand-Control model was used to study the quality of working life of Dutch secondary teachers. The Job Demand-Control model of Karasek is a theoretical model in which stress and learning are both considered as dependent variables which are influenced by three different task characteristics: job demands, job control, and social support. This model was tested for Dutch secondary teachers (n = 542). Results shed light on the relationship between stress and learning, on the one hand, and the effects of task characteristics on work stress and on work-based learning, on the other hand. It is concluded that the relationship between stress and learning is mediated by the amount of job control as the model predicts. However, the results also reveal that the Karasek model is better suited for explaining stress than for explaining learning. To explain work-based learning variables other than task characteristics have to be taken into account.     

The perception of occupational stress and its relation to research and teaching among academic staff

A sample of full-time teaching staff from a former polytechnic participated in a study to examine the relationships between their perception of occupational stress and their involvement in research. Information was obtained from 60% of staff approached. The mean scores on the Occupational Stress Indicator (OSI) for job satisfaction and stress-related measures of mental health and physical health did not differ significantly from data obtained in previous studies on university academic personnel. Scores on these variables were not significantly related to research activity. The degree of satisfaction and degree of stress emanating from participation in research, in teaching and in administration were separately assessed in structured interviews.     

Stress, social support and psychological well-being in British accountants

This paper reports an exploratory study of stress, social support and psychological well-being in British chartered accountants, using data from 399 self-report questionnaires. The results suggest that the underlying structure of stress in British accountancy can be explained by three dimensions; quantitative overload stressors, professional/administrative interface stressors and nuisance stressors. The underlying structure of social support for the sample can be represented by three dimensions of help support, social dependability and esteem support. Intensity of quantitative overload stressors, intensity of professional/administrative interface stressors and all three dimensions of support were found to be related to psychological well-being in the sample. Differences between these variables, types of organization and organizational position were examined. The results are discussed with reference to stress management interventions for accountants. Possible generalizations to other professional groups are discussed.     

TEACHING EFFECTIVENESS IN THE DECISION SCIENCES: THE USE OF STUDENT EVALUATIONS

This article presents the results of an AIDS-sponsored investigation of teaching effectiveness in the decision sciences. Two national samples were employed in the study: a sample of 247 business school deans and a sample of 3,292 students from 32 different business schools. Included among the findings are that 87 percent of the deans responding indicate they require some sort of faculty teaching effectiveness evaluation, and that great care must be exercised when interpreting student ratings of an individual instructor's teaching effectiveness.     

Teacher stress during an autumn term in Finland: Four types of stress processes

This Finnish study examines teachers' stress in order to clarify how stress manifests itself and to describe any observed differences in the teachers' background, personality and coping variables. The research design was longitudinal. One hundred and fifty-three teachers made repeated assessments (six in all) of the indicators of stress (subjective mood ratings) by means of questionnaires during the autumn term of 1983. The background variables were based on questionnaire responses gathered in the autumn of 1983. Four different teacher groups emerged according to the type of stress reported: (1) teachers who were exhausted throughout the term; (2) those who recovered from stress on the first weekends of the term but not later on; (3) those not at all stressed, and (4) teachers feeling tired and anxious at the beginning and at the end of the term. The four teacher groups differed with regard to their personality characteristics and coping strategies.     

Stress,social support and psychological well-being in British accountants

Abstract

This paper reports an exploratory study of stress, social support and psychological well-being in British chartered accountants, using data from 399 self-report questionnaires. The results suggest that the underlying structure of stress in British accountancy can be explained by three dimensions; quantitative overload stressors, professional/administrative interface stressors and nuisance stressors. The underlying structure of social support for the sample can be represented by three dimensions of help support, social dependability and esteem support. Intensity of quantitative overload stressors, intensity of professional/administrative interface stressors and all three dimensions of support were found to be related to psychological well-being in the sample. Differences between these variables, types of organization and organizational position were examined. The results are discussed with reference to stress management interventions for accountants. Possible generalizations to other professional groups are discussed.     

The perception of occupational stress and its relation to research and teaching among academic staff

Abstract

A sample of full-time teaching staff from a former polytechnic participated in a study to examine the relationships between their perception of occupational stress and their involvement in research. Information was obtained from 60% of staff approached. The mean scores on the Occupational Stress Indicator (OSI) for job satisfaction and stress-related measures of mental health and physical health did not differ significantly from data obtained in previous studies on university academic personnel. Scores on these variables were not significantly related to research activity. The degree of satisfaction and degree of stress emanating from participation in research, in teaching and in administration were separately assessed in structured interviews.     

Lack of reciprocity among Dutch teachers: Validation of reciprocity indices and their relation to stress and well-being

This research presents the results of two related studies on the convergent and construct validity of three measures of reciprocity in exchange relationships at work. In Study 1, 71 Dutch teachers were interviewed about their specific investments and outcomes in the exchange relationships with their students, colleagues and school. ANOVA revealed that they reported significantly more investments than outcomes, and that the number of reported investments and outcomes mentioned varied as a function of the type of exchange relationship. Building on these results, multi-item scales were created to assess reciprocity at a detailed level for each of the three exchange relationships. Study 2 validated these specific reciprocity measures by relating them to two global assessments of reciprocity (convergent validity) as well as to measures of job stress and well-being (construct validity). LISREL-analysis of data obtained from a further sample of 224 teachers revealed that for each type of exchange relationship there were significant, consistent and meaningful relationships among the three reciprocity measures. Further, hierarchical regression analysis showed that the reciprocity measures were differentially related to job stressors and measures of well-being. Implications are discussed.     

Developing a factor model of coal miners’ attributions on risk-taking at work

This paper details a survey of coal miners’ views on the bases for risk-taking. While literature exists on the subject of risk-taking in mines, comparatively few studies have sought to elicit the views of mine personnel themselves. An 83-item questionnaire, grounded upon insights from an earlier qualitative study, was developed and distributed to a sample of mine personnel (N=932). Results were analysed by means of principal components, factor analysis, an iterative refinement of the data set resulting in the development of a three-factor model that was considered to reflect potentially important dispositional influences on risk-taking amongst operational staff in mines. Derived constructs, identified as time pressure, management commitment and confidence in ability to control risk, were found to possess moderate to high levels of internal consistency (α statistic) and high face validity. Findings are discussed with reference to insights from both cognitive risk research and more recent work within the safety culture/climate framework.     

Variables related to psychiatric sick leave taken by Spanish secondary school teachers

This study analyses the relationships of certain sociodemographic, organizational, and personality variables with psychiatric sick leave taken by Spanish secondary school teachers. The sample comprised 200 teachers (84 men and 116 women) divided into two groups. The first group was composed of 100 teachers who had suffered from psychiatric disorders requiring sick leave. The second was a matched control group composed of 100 teachers with no history of psychiatric disorders. Both groups shared the same organizational variables (same centre, town, number of students, etc). Logistic regression analysis was conducted to determine any relationships and the risk and protection factors for psychiatric sick leave. It is concluded that the most significant variables related to psychiatric sick leave included competitiveness and hostility, as defined by Type A Behaviour Pattern, emotional exhaustion as a factor of burnout, and job dissatisfaction.     

Lack of reciprocity among Dutch teachers: Validation of reciprocity indices and their relation to stress and well-being

This research presents the results of two related studies on the convergent and construct validity of three measures of reciprocity in exchange relationships at work. In Study 1, 71 Dutch teachers were interviewed about their specific investments and outcomes in the exchange relationships with their students, colleagues and school. ANOVA revealed that they reported significantly more investments than outcomes, and that the number of reported investments and outcomes mentioned varied as a function of the type of exchange relationship. Building on these results, multi-item scales were created to assess reciprocity at a detailed level for each of the three exchange relationships. Study 2 validated these specific reciprocity measures by relating them to two global assessments of reciprocity (convergent validity) as well as to measures of job stress and well-being (construct validity). LISREL-analysis of data obtained from a further sample of 224 teachers revealed that for each type of exchange relationship there were significant, consistent and meaningful relationships among the three reciprocity measures. Further, hierarchical regression analysis showed that the reciprocity measures were differentially related to job stressors and measures of well-being. Implications are discussed.     

Developing business buccaneers: employer expectations of emergent leaders

This study investigates employer expectations of graduates to inform pedagogical practice within a context of industry–university collaboration. Employers’ views of graduates as future leaders are explored through interviews, focus groups and a survey, with a regional sample of 146 managers. Findings show employers have different understandings and diverse expectations of leadership traits and generic competencies. Employers anticipate future graduates will need greater adaptability and flexibility for volatile business contexts; with some highlighting rule breaking that implies a buccaneer approach rather than responsible leadership. The dissonance between an academic aim to educate socially responsible, global citizens and industry demands potentially undermines the coherence of partnership. Consequently, this study casts doubt on implicit assumptions that practice-informed, industry–university, collaboration will deliver better leaders. The main implications are that educators need to clearly communicate to employers how university learning transfers into actual work practice, and for graduates to better articulate their broad capabilities. The research offers fresh insight into on educators’ responsibility to nurture critical thinking in graduates with the learning agility to question and responsibly navigate organisational rules. The study also contributes to the industry–university partnership debate by revealing the academic complexity of developing future leaders given the multiple lenses of practice-informed views.     

Variables related to psychiatric sick leave taken by Spanish secondary school teachers

Abstract

This study analyses the relationships of certain sociodemographic, organizational, and personality variables with psychiatric sick leave taken by Spanish secondary school teachers. The sample comprised 200 teachers (84 men and 116 women) divided into two groups. The first group was composed of 100 teachers who had suffered from psychiatric disorders requiring sick leave. The second was a matched control group composed of 100 teachers with no history of psychiatric disorders. Both groups shared the same organizational variables (same centre, town, number of students, etc). Logistic regression analysis was conducted to determine any relationships and the risk and protection factors for psychiatric sick leave. It is concluded that the most significant variables related to psychiatric sick leave included competitiveness and hostility, as defined by Type A Behaviour Pattern, emotional exhaustion as a factor of burnout, and job dissatisfaction.     

Stakeholder Views on Flood Risk Management in Hungary''s Upper Tisza Basin

With escalating costs of flood mitigation and relief, a challenge for the Hungarian government is to develop a flood mitigation and insurance/relief system that is viewed as efficient and fair by the many stakeholders involved. To aid policymakers in this task, this article reports on a recent study to elicit stakeholder views on flood risk management in the Upper Tisza Basin, including views on appropriate means of reducing losses and for transferring the residual losses from the direct victims to taxpayers or an insurance pool. This study is part of a project to develop an integrated approach to flood risk management coordinated by the International Institute of Applied Systems Analysis (IIASA) in collaboration with Swedish and Hungarian researchers. The discussion begins by describing the background of flood risk management problems in the Upper Tisza Basin. The results of interviews carried out with selected key stakeholders and the results of a public survey eliciting views on flood risk management are reported. The final section draws conclusions on incorporating stakeholder views into a flood risk management model, which will be used to illustrate policy paths at an upcoming stakeholder workshop. The conclusions are also of direct interest to Hungarian policymakers.     

A study of coping behaviours and teacher burnout

This study investigated whether or not factors of teacher burnout were associated with adaptive and maladaptive coping behaviour. It was found, in a sample of 365 US (north Texas) school teachers, that many physical and psychological problems (e.g., stomach aches and depression) were related to teacher burnout factors. Furthermore, the data showed that certain maladaptive coping mechanisms (e.g., excessive alcohol consumption) were associated with higher teacher burnout, while adaptive coping strategies (e.g., hobbies) were related to lower burnout levels among school teachers. An association was also revealed between certain demographic factors (e.g., gender) and coping behaviour.     

A Collaborative Model for Organizational Transformation

The purpose of this study was to develop a collaborative learning and communication model for higher education. On a university campus there are various psycho-social and organizational barriers to collaboration inside and outside of the classrooms. Scholars have stated that teachers rarely talk with each other about their teaching, there is little multi-disciplinary research and studies have shown that there is little or no collaboration in meetings and forums outside of university classrooms. So, what are the barriers to collaborative communication and learning and how can these barriers be removed through collaborative strategies? These are the questions that this study explored. Through the understanding of the psycho-social and organizational barriers to collaboration, strategies began to unfold and a new model for collaborative learning and communication was developed. This model reflects a high synergy, totally integrated social and cognitive system for individual and organizational transformation.     

Psychosocial predictors of health status

This prospective study examined, in a sample of male and female adults, the relationship between specific psychosocial factors and health status. Measures of stress, health habits, social support, Type A behaviour, and coping style were collected for 203 professional employees in a large aerospace organization in 1988. One year later a follow-up questionnaire assessing self-reported physical illness and job burn-out was administered resulting in a final sample of 95 employees. When adjustments for age, sex, education, and initial psychological well-being were made, perceived stress, physical exercise, and an avoidant coping style significantly contributed to predictions of physical illness in multiple regression analyses. Employees who possessed less hardy appraisals of work/life and expressed greater Type A behaviour reported significantly more fatigue and exhaustion one year later. Type A individuals also reported being significantly less sensitive and caring towards others. Finally, individuals who perceived less stress and expressed more cognitive hardiness reported significantly greater work/life satisfaction. Overall, the data supported the view that psychosocial factors may be differentially associated with diverse physical and psychological health outcomes.