Teacher Stress: A Literature Survey with a Few Surprises.

Q3 Social Sciences

Canadian Journal of Education Pub Date : 1984-01-01 DOI:10.2307/1494447

B. Hiebert, I. Farber

引用次数: 54

Abstract

A review of 71 articles on teacher stress revealed little empirical support for the common claim that teaching is a stressful occupation. Seventy percent (70%) of the articles tabulated contained no data support; these papers were expressions of personal opinion and usually contained claims of a high incidence of teacher stress. Only 30% of the articles surveyed offered any empirical support for their claims. Most of these articles focused on identifying the sources of teacher stress. On the whole, the papers reviewed suggest that there is little empirical support for the widespread claim that teaching is a highly stressful job.

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教师压力:一项有几个惊喜的文献调查。

对71篇关于教师压力的文章的回顾显示，很少有经验支持“教学是一项压力很大的职业”这一普遍说法。70%的文章没有数据支持;这些论文是个人观点的表达，通常包含教师压力高发生率的说法。只有30%的被调查文章为他们的主张提供了任何实证支持。这些文章大多侧重于确定教师压力的来源。总的来说，经过审查的论文表明，普遍认为教学是一项压力很大的工作，这一说法几乎没有实证支持。

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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来源期刊

Canadian Journal of Education Social Sciences-Education

CiteScore

0.80

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： The Canadian Journal of Education (CJE) is a national peer-reviewed journal sponsored by the membership of the Canadian Society for the Study of Education. The CJE prioritizes research and scholarly writing that is of relevance to the Canadian education community. The journal is read by scholars worldwide, and aims to represent the valuable contributions that Canadian scholars in education continue to make to the field. The Journal accepts and publishes both French and English articles and book reviews. CJE on occasion also publishes international papers that shed light on shared issues and that include Canadian authors as references.