An analysis of teacher stress as perceived by faculty members from selected schools in Tennessee

Author

Margie Helton Carico

Date of Award

8-1985

Degree Type

Dissertation

Degree Name

Doctor of Education

Major

Curriculum and Instruction

Major Professor

Jerry J. Bellon

Committee Members

Gerald C. Ubben, Robert L. Williams, W. Carl Murphy

Abstract

The purpose of this study was to determine the sources of teacher stress, to identify recommendations for dealing with this stress, and to provide information for developing guidelines to help reduce stress.

The population used in the study was faculty members from five school systems in Blount and Hamblen Counties in Tennessee. The 48 schools which were selected included a total sample of 1,165 elementary, middle school, high school, and special education teachers who were asked to complete a survey questionnaire designed to measure their perceptions of teacher stress.

An analysis of the responses of 93.5% of those surveyed produced the following major findings:

1. A major source of stress for teachers was inadequate salary.

2. A second major stress factor was insufficient time to properly perform their duties.

3. The amount of clerical work was a major stress factor.

4. Parental indifference toward school activities was an important cause of stress.

5. The actions recommended by teachers for reducing stress all included giving them more time, money, support, and control.

An analysis of the findings produced the following major conclusions:

1. Along with time-related pressures and a lack of support, a poor self-image and inadequate participation in decision-making are stressful to teachers.

2. The questionnaire used in this study could assist administrators in identifying and solving stress problems.

3. Research on teacher stress cannot be generalized across subpopulations.

Based on the findings and conclusions, the following major guidelines were developed:

1. Every attempt should be made by schools to give the maximum amount of resource support directly to teachers.

2. Teachers should be given intensive and continuing in-service concerning classroom discipline, motivation of students, teacher-community relations, and the evaluation of pupil progress.

3. The number of noninstructional activities should be reduced and should not be assigned to teachers.

4. Teachers should be invited to utilize their skills in nontraditional roles within the educational system.

Based on the findings and conclusions, the following recommendations for further research can be made:

1. Factors causing stress in other subpopulations of teachers need to be identified.

2. The extent to which teacher stress affects both teacher and pupil performance should be studied.

Recommended Citation

Carico, Margie Helton, "An analysis of teacher stress as perceived by faculty members from selected schools in Tennessee. " PhD diss., University of Tennessee, 1985.
https://trace.tennessee.edu/utk_graddiss/12534