Teacher stress, attribution of responsibility, and social support



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Teacher stress negatively affects job satisfaction, causes some teachers to change to careers outside of education, and diminishes teacher energy and creativity in the classroom. This study was designed to examine elements affecting teacher stress. Specifically, the study investigated relationships between teachers1 perceived job stress, attribution of responsibility, social support, and the teacher characteristics of sex, age, years of teaching experience, and grade level taught. The Cook Teacher Stress Inventory (CTSI) was developed, using data from previous studies and from feedback obtained in two pilot studies, to collect data related to the proposed relationships. The CTSI was administered to 540 classroom teachers, employed in five separate suburban school districts in Harris County, Texas. Three primary (addressing issues not previously examined) and ten secondary (addressing issues previously examined) hypotheses were proposed and tested. Other relevant findings, regarding teacher stress, were also examined. Analysis of variance procedures were employed to assess the relevance of the hypotheses at the .05 significance level. Post-hoc analysis was conducted to investigate sources of statistical significance. Descriptive analysis was utilized to analyze other relevant data. The following conclusions, related to the hypotheses, were reached upon completion of the statistical analyses. Primary Hypothesis 1 was supported--teachers who attributed responsibility for assistance in coping with a particular event to themselves indicated significantly lower levels of stress on 17 (85%) CTSI events, compared with teachers who attributed responsibility to others. [...]



Teacher morale, Stress (Psychology)