Most research finds socio-psychological aspects and the organism-environment relationship crucial in the onset of stress-related phenomena; equally important is the subject’s evaluation of stimuli. The Burnout syndrome is defined as a psychological state perceived as emotive breakdown and sense of depersonalization, featuring decreased effectiveness at work and a lower evaluation of one’s performance. At school, the most significant widespread stressors are issues in managing student behavior. However, in the literature few works treat stress and burnout as a specific function of the teacher-pupil relationship. This research will highlight the significant correlations existing between burnout, self-efficacy, students’ academic performance and the quality of pupil-teacher relationships. 37 primary-school teachers in north-west Italy were involved (age range: 27-57 yrs; M=44.76 yrs; SD=8.38 yrs). Tools used were a specially designed socio-personal questionnaire, the Maslach Burnout Inventory (M.B.I.) and the Classroom and School Context Teacher Self-Efficacy Scale (CSC-TSES), while teachers’ perception of the relationship with their pupils was investigated with STRS (Italian adaptation). Preliminary analysis reveals mutual influence between teachers' self-efficacy levels and degree of burnout; Conflict is the only dimension correlating significantly with burnout levels and self-efficacy in class management ability.

Measuring the influence of stress and burnout in teacher-child relationship

Today, the little Dutch town of Oudewater seems a fairly ordinary sort of place. As is common in the Netherlands, a ring of modern housing surrounds the well-preserved old town. By parking your car and walking a couple of hundred metres you can enjoy a few centuries of time travel, arriving at the pretty sixteenth century town square where you can sit by the river, have a cup of coffee and take in the atmosphere. Trying to imagine the differences between now and when the square was new is a harder task than it appears. The

https://www.thelancet.com/pdfs/journals/lanonc/PIIS1470-2045(02)00738-6.pdf

A state of mind.

Research on language teachers’ psychology has been shown to play a central role in the quality of teaching and student achievement. However, there is little empirical evidence to investigate the relationship between perception of stress, types of stressors, and well-being among foreign language teachers at university levels, particularly in monolingual contexts. The present study seeks to investigate the impact of stress, the number and type of stressors (i.e., chronic and stressful life events), and demographic variables (i.e., age, gender, and the length of teaching experience) on university-level EFL teachers’ levels of well-being. The data were collected through an online survey of 53 university-level EFL teachers in Saudi Arabia. A Pearson correlation was carried out to investigate the relationship between EFL teachers’ well-being, their perception of stress, and number of stressors. A multiple regression analysis was also run to examine if EFL teachers’ levels of stress, number and types of stressors, and demographic variables can predict their psychological well-being. The quantitative findings demonstrated a significant negative relationship between well-being and levels of stress. The findings also showed a significant positive relationship between the EFL teachers’ well-being and their good physical health. The results of the multiple regression indicated that high levels of well-being were predicted by low levels of stress and good physical health. This study, moreover, suggested an advantage for females in terms of psychological well-being among foreign language teachers. The findings also demonstrated that a stressful life with a heavy workload and financial concerns can negatively impact language teachers’ well-being. These findings highlight the importance of considering issues related to teachers’ psychological well-being. In line with these findings, several pedagogical implications were offered.

/pdf/well-being-and-the-perception-of-stress-among-efl-university-vyj1j07yel.pdf

Well-being and the Perception of Stress among EFL University Teachers in Saudi Arabia

The study examined teacher effectiveness in relation to occupational stress and life satisfaction. The sample in the study was 645 teacher educators from 96 private B.Ed. colleges affiliated to three state universities of Punjab i.e. Punjabi university, Patiala, Punjab University, Chandigarh and Guru Nanak Dev University, Amritsar were randomly selected by lottery method. The descriptive statistics such as mean, median, mode, S.D., skewers, kurtosis, quartile deviation and ANOVA were used to analyses the data. The results revealed (a) The teacher effectiveness was high in male teacher educators than in female teacher educators.(b) The teacher effectiveness was high in urban teacher educators than in rural teacher educators.(c)The teacher effectiveness was high in science teacher educators, average in humanities teacher educators and low in commerce teacher educators.(d) Further also the teacher effectiveness was high among teacher educators with low occupational stress and the teacher effectiveness was low among teacher educators with high occupational stress.(e) The teacher effectiveness was high among teacher educators with high life satisfaction and the teacher effectiveness was low among teacher educators with low life satisfaction. On the basis of findings, it is suggested that the college should organize life skill development programmers, seminars on emotional intelligence, mental health and well-being for teacher educators and the directions should be given to the colleges to disburse salaries to faculty members as per UGC norms. Also, the principal of college must deal psychologically while recognizing the warning signs of teacher’s stress in the college regarding work load, duties and financial status. Keywords: Teacher effectiveness, Occupational stress and Life satisfaction.

http://ijassh.com/index.php/IJASSH/article/download/29/24

A Study of Teacher Effectiveness in Relation to Occupational Stress and Life Satisfaction among Teacher Educators

Mindfulness and meditation in education : a local study

This dissertation is an empirical phenomenological model that uses teachers’ experiences to obtain comprehensive descriptions to create themes. These themes provide the basis for a reflective analysis to depict a portrait of elementary teachers’ experiences dealing with stressors and their perceived effect on mental and physical health. A majority of the research on teacher stress focuses on urban schools; few studies have reported the causes of stress among those instructing in rural areas. This phenomenological study investigates the definition of rural, the history of rural schools, importance of teachers, teacher satisfaction, stress in teachers, burnout, the causes of burnout, etiology of teacher stress, and the implications of teacher burnout. Themes from semi structured interviews, observations, and focus groups revealed that teachers' perception of multiple roles and lack of self-efficacy were major causes of stress in teaching at rural schools. Dialogue with elementary teachers revealed that stress could lead to cynicism, detachment, and depression, triggering burnout that has a detrimental effect on physical and emotional health. The detrimental effects of stress not only affect the teachers’ mental and physical health but have interpersonal implications relating to student relations and achievement, caregiver relationships, and peer interactions.

https://whdl.nbc.edu/sites/default/files/Patrick%20Randall%20FINAL%20DISSERTATION.pdf

Teacher stress in rural schools: a phenomenological study on stress and its effect on teacher-perceived physical and mental well-being

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Teacher stress in rural schools: a phenomenological study on stress and its effect on teacher-perceived physical and mental well-being