A qualitative study of workplace stress and coping in secondary teachers in Ireland

R. Kerr, Jessica Breen, M. Delaney, Claire Kelly, K. Miller
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引用次数: 29

Abstract

Teacher stress has received scant attention in Ireland. This study examines teachers’ perceptions of their daily stresses and how they attempt to cope with such situations. Interviews were conducted with fifteen secondary teachers from a variety of school types in eastern Ireland. The teachers showed great concern for their students, with some being prepared to ignore school guidelines in order to deal with their pupils’ needs. Several particularly stressful factors were identified, including the maintenance of boundaries (especially when dealing with students with personal problems), dealing with disruptive student behaviour, and the heavy workload. These stresses closely mirrored those described in international literature. Levels of stress and methods of dealing with stress varied widely among the sample, with primary support coming from their colleagues. One strong finding was the lack of suitable training and preparation felt by the participants, particularly in methods of dealing with sensitive and stressful situations in pupils, and in appropriate means of reaction to student misbehaviour. It is recommended that teachertraining courses include explicit training in dealing with such situations.
爱尔兰中学教师职场压力与应对的质性研究
在爱尔兰,教师的压力很少受到关注。本研究考察了教师对日常压力的认知,以及他们如何应对这种情况。对来自爱尔兰东部不同类型学校的15名中学教师进行了访谈。老师们对他们的学生表现出了极大的关心,有些老师为了满足学生的需求,甚至准备无视学校的指导方针。几个特别有压力的因素被确定,包括维护界限(特别是在处理有个人问题的学生时),处理破坏性的学生行为,以及繁重的工作量。这些强调与国际文献中所描述的密切相关。压力水平和处理压力的方法在样本中差异很大,主要的支持来自他们的同事。一个强有力的发现是,参与者感到缺乏适当的训练和准备,特别是在处理学生敏感和压力情况的方法,以及对学生不良行为的适当反应手段方面。建议教师培训课程包括处理这种情况的明确培训。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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