Queensland teachers perceived their daily teaching environments to be less stressful. On the other hand, they did report greater levels of physical stress indicators than teachers from Hong Kong.
Sources of Novice teacher stressors When asked about the source of most of their stress, of the survey participants submitted a range of positive and negative comments. Educational Studies, 7 1 The Educational Forum,76 3 Psychosomatic symptoms and sources of stress: When physical indicators of stress were considered, Queensland teachers reported moderate to large differences.
One underlying reason for this could be that Queensland teachers may be more articulate in their awareness of how stress affects them.
One important difference reported by Queensland teachers was periods of high blood pressure. Teachers are instigators of change and being so are able to choose how they cope with stress.
Other physical indicators included persistent anxiety, persistent irritability, and teeth grinding. Hong Kong teachers are more likely to seek advice from their health practitioner than address issues independently Yin et al.
There are implications for novice and practicing teachers in awareness of stress sources associated with their work. Schools expect students to achieve passing or better results, but this may be hampered by, as one respondent commented: The respondents were mostly female, middle-aged, and with more than 11 years teaching experience.
Teachers were also concerned for the welfare of their students, as one respondent identified in the following observation: Health Education Journal, 68 4 Increased awareness of sources of stress assists the individual in building personal resilience and the capacity to respond more appropriately.
Sutcliffe and Whitfield discovered heart rates whilst teaching can reach as high as beats per minute. Stress can affect teacher capacity to fulfill duties effectively.
These scored the highest means for both groups and relate to curriculum demands and time parameters. Decision making in the classroom:Download Citation on ResearchGate | On Jan 1,S.A. Rieg and others published Coping with stress: An investigation of novice teachers' stressors in the elementary classroom }.
Teacher Stress Module Transcript. Slide 1. Almost 50% of teachers leave the profession within their first five years. Stress in its many guises is – During this stage the novice teacher gains an understanding of the education system and the realities of teaching.
The novice implements coping strategies to. Teacher Stress and Coping: Does the Process Differ According to Years of Teaching Experience? by Jeffry Childs Beers A thesis submitted in partial fulfillment of the.
Assignment title An investigation of novice teachers' stressors in the elementary classroom - A case study in Gora School INTRODUCTION The purpose of this research is to observe how novice teachers in Gora School [Pseudonymous name] experience stress.
Having the ability to deal with stressors is vital in teacher retention. Pre-service and novice teachers should not "sink" but rather identify stress factors, cope with these issues, and "swim" happily through a rewarding career in education.
to Novice Teacher Success, Commitment, and Retention By Melanie Tait stressors encountered in the firstyear of teaching, such as the expectations and scope Resilience as a Contributor to Novice Teacher Success. Melanie Tait.Download