An investigation into stress factors and levels of stress as perceived by regular classroom teachers of Newfoundland and Labrador

Kendell, Sharon E. (1982) An investigation into stress factors and levels of stress as perceived by regular classroom teachers of Newfoundland and Labrador. Masters thesis, Memorial University of Newfoundland.

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Abstract

This study was designed to: (1) identify elements in the teaching environment which regular classroom teachers in Newfoundland and Labrador perceive as being stressful; (2) determine to what degree stress is being experienced by teachers; (3) compare the findings in (1) and (2) for teachers of the three teaching levels, primary, elementary, and high school; (4) examine the different biographical subgroups. -- A review of the literature revealed the current theories of stress and the approaches used to measure stress as experienced by individuals of the teaching profession. -- The instrument used in this study was the Wilson Stress Profile for Teachers, published in 1979, by Dr. Christopher Wilson. To supplement this scale, an additional section, consisting of items relating to unique provincial concerns, titled the Local Scale, was included, as was a biographical information sheet. -- The sample consisted of 582 teachers from all school boards in the province, comprised of representative numbers of primary, elementary and secondary teachers. -- Issues of Time Management, Parent/Teacher Relations and Intrapersonal Conflicts, in that order, were perceived as being the most stressful by teachers of all categories. The teachers reported difficulties in the preparation, delivery, and evaluation of classroom work; also, parental attitudes and pressures were cited as major sources of concern. -- The stress levels reported represented a high moderate degree of stress. The degree to which regular classroom teachers experienced stress, as measured by the WSPT and the Local Scale, revealed no significant differences between the teacher categories of primary, elementary, and secondary. It has been concluded, based upon the results of this study, that, regardless of teaching level, teachers are perceiving and experiencing the same amount of stress. -- The biographical variables studied did not vary in their contribution to the total level of stress; however, variations were revealed upon analysis of the components of each variable with regards to the sample population and teacher category. The results also revealed that perceived stress was related to physiological and psychological well-being. -- As a result of these findings, recommendations were made for further study and for action to be taken, in order to better understand, cope with and utilize the phenomenon of stress.

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