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To cite this article: Jan Richards (2012): Teacher Stress and Coping Strategies: A National Snapshot,
The Educational Forum, 76:3, 299-316
To link to this article: http://dx.doi.org/10.1080/00131725.2012.682837
Jan Richards
Teacher Education, National University, Ontario, California,
USA
Abstract
This national survey of 1,201 kindergarten through Grade-12 U.S. teachers
focused on three related areas: (1) sources of teacher stress, (2) manifestations of stress, and (3) suggested coping strategies. The survey instrument
was adapted from the Teacher Stress Inventory and the Coping Scale for
Adults. Results indicated that teachers nationwide are highly stressed, with
California teachers at the top of the list. Differences in reported stress by
socioeconomic class and suggested coping strategies are also discussed.
Key words: coping strategies, elementary education, junior high/middle school education,
secondary education, teacher burnout, teacher stress.
I have never been more stressed and may leave the profession. I LOVE
teaching, but I am no longer free to teach the way I know works. My students
and those around me see a giant smile and a can-do attitude. Privately, I am
struggling . (Study participant comment).
When teachers first enter the profession, they express idealism and enthusiasm
for their new adventure. They want to make a difference in students lives and in
society and to feel that their own lives have purpose. Currently, however, in addition
to the much discussed challenges of accountability, lack of administrative or parental
support, and lack of time to feel adequately prepared, schools and teachers now are
also dealing with severe cutbacks in resources, overloaded classrooms, and pay cuts
or furloughs. In California, Governor Arnold Schwarzenegger and legislators said
they had no choice but to cut billions from primary, secondary, and higher education
to close enormous deficits (Rivera, Santa Cruz, and Gordon 2010, 1). Nationally,
education challenges are equally distressing as school budgets are being cut to the
Address correspondence to Jan Richards, Teacher Education, National University, 3800
Concours, Ontario, CA 91764, USA. E-mail: jrichard@nu.edu
Richards
bone and thousands of teachers are receiving layoff notices (Potter 2010, 1). The student
performance expectations have increased, but the support and resources to support that
goal have been reduced. The levels of stress for teachers across America have escalated.
This study was prompted by a deep concern for the stress levels of teachers, as well
as by an interest in the successful coping strategies teachers use. As discussed more fully
later, the conditions that cause teachers enormous stress are largely beyond their power to
control. One cannot alter a states financial realities, decide how many more students will
be added to a classroom, or choose whether to participate in mandated district or state
testing. The only true power stressed teachers have is their choice of coping strategies as
suggested by teachers who are managing to cope and even thrive in these challenging
times. Johnson et al. (2009) in Education Week promoted the Public Agendas (publicagenda.
org) most current research on how to support teachers that also indicated levels of reported
stress. A cluster analysis of the survey results suggested three groups of teachers: the
disheartened, the contented, and the idealists. Results indicated that 40 percent of
kindergarten through Grade-12 (K12) teachers are in the disheartened group (Johnson et
al. 2009). When nearly one-half of classroom teachers are disheartened about their efficacy
in making a difference, concerned educators and policymakers need to find out why
and how this disturbing reality can be improved. It may be that the contented teachers
surveyed have mastered coping strategies that the disheartened teachers have not.
This study is focused on three concerns: (1) the sources of teacher stress, (2) the
manifestations of that stress, and (3) the coping strategies teachers are using most often.
To gather teacher perceptions on these issues, a survey was created and made available
to teachers nationwide.
Survey Instrument
The survey questions that pertain to the causes and manifestations of teacher stress
were adapted from the Teacher Stress Inventory (TSI; Fimian 1984; Fimian and Fasteneau
1990), which has been found to measure teacher stress levels validly and reliably. Like the
survey instrument used in this study, the TSI is composed of a Likert-type scale that asks
teachers to rate the perceived degree of an item on their overall stress level. The survey
questions pertaining to coping strategies were adapted from the Coping Scale for Adults
(CSA; Fredenberg and Lewis 2000). Fredenberg and Lewiss consideration of five studies
using the CSA concluded that more positive outcomes were connected to productive
coping strategies. Knowing what those productive coping strategies are may empower
teachers. Other researchers interested in coping skills refer to problem-focused strategies (that address the sources of stress) and emotion-focused coping strategies (that
deal with emotional discomfort; Trenberth, Dewe, and Walkey 1996).
This survey was composed of eight demographic questions (state, grade taught, age,
years of teaching, gender, ethnicity, ethnicity of students in school, and socioeconomic
status [SES]of school: low, medium, and high), followed by 40 statements requiring a
Likert-style response ranging from 1 (seldom to never) to 5 (often or always). These questions
covered the following domains:
Results
Nationwide, about one-half of the participants were K5 teachers, and one-half
were Grades 6 through 12 teachers. Ninety percent of the participants reported teaching
in public school settings. The others taught in private or charter schools or alternative
settings. Their ages ranged as follows: 18 percent were under 30, 35 percent were 31 to
40, 26 percent were 41 to 50, and 22 percent were over 50. Females made up 83 percent
of those surveyed. Males made up 17 percent. Teachers self-reported their ethnicity as
seven percent African American, 45 percent Hispanic/Latino, four percent Asian, and 43
percent White.
Looking at the demographic results for California teachers in comparison to teachers
in other states (as a group) is enlightening. For example, 37 percent of these California
teachers described their school as low (most students are on free lunch), compared
with 19 percent of teachers from other states. The impact of this socioeconomic factor is
addressed later in this article.
Sources of Stress
The top five sources of stress for teachers nationwide (and for California teachers by
comparison) are as follows. The average (mean) is based on the five-point response scale
(see Table 1).
Comments like the following from the survey participants concur with these
findings:
A lot of what is being dictated to teachers sounds good on paper, but in reality
doesnt work. And, yet despite our arguments we ARE required to do them. We are not
The Educational Forum Volume 76 2012 301
Richards
Table 1. Top Five Sources of Stress Among Teachers
California Teachers
Source of Stress
Non-California Teachers
M
Source of Stress
4.21
3.95
4.07
3.86
I feel a lack of control over school decisions that affect me and my students.
3.92
3.84
3.90
3.83
3.89
3.74
heard any longer. How we feel about education doesnt matter. I feel like I shovel the
curriculum down students throats, instead of acting as a facilitator in their learning.
My body is giving out before my mind. I have no life other than teaching. Every
night, every weekend Im grading, planning, communicating with parents. Im never
caught up. I miss having a life.
There is a statistically significant difference (.05) between the reported level of stress
of California teachers and of non-California teachers on 11 out of 16 survey questions
(see Table 2). California respondents have a higher rating compared to non-California
respondents on all of the questions. These results paint a picture of teachers who are
exhausting themselves in their quest to motivate students and meet their needs. Finding
time to balance the stresses of their jobs with time for family, friends, and relaxing activities appears to be an ongoing challenge.
Manifestations of Stress
The top five manifestations of stress for teachers nationwide (and for California
teachers by comparison) are as follows. The average (mean) is based on the five-point
response scale (see Table 3).
Comments like the following from the survey participants frequently occurred:
After 5 years of teaching I went to a therapist to help me cope with my feelings of
inadequacy and inability to get it all done. As a National Board Certified Teacher,
Teacher of the Year, and Master Teacher in [my state], I feel like an inadequate teacher
who cannot control and teach her 25 students every day. Im exhausted at the end of
each and every day and often feel very defeated.
California
Non-California
3.78
3.58
.005
3.79
3.52
.000
3.61
3.25
.000
4.21
3.86
.000
3.92
3.59
.000
3.60
3.19
.000
3.29
3.00
.001
3.89
3.74
.022
3.21
2.92
.000
3.49
3.07
.000
3.22
2.75
.000
Non-California Teachers
M
Manifestations of Stress
3.72
3.65
3.46
3.02
2.99
2.88
2.85
2.60
2.81
2.44
I spend hours at home in the evenings trying to keep caught up. Sometimes I go
in on weekends as well. By the time I am done with meetings, and calling parents and
making copies, etc., I have little time left to get things graded or recorded, much less do
any planning. I get to school before 7 am, and dont leave until at least 4:30, sometimes
laterand often take things home to finishand I am an efficient, organized person.
Im tired.
Richards
I am currently suffering from Generalized Anxiety Disorder. I am in the process
of figuring out what meds are best for me. I am more aware now than ever just how
stressful my job is.
California
Non-California
2.71
2.31
.000
2.73
2.29
.000
2.48
2.28
.004
2.44
2.13
.000
2.81
2.26
.000
2.85
2.44
.000
3.46
3.02
.000
2.80
2.60
.036
California Teachers
Non-California Teachers
Manifestations of Stress
Manifestations of Stress
4.1
4.21
3.78
3.87
3.50
3.60
3.49
3.50
3.44
3.50
California
Non-California
2.54
2.06
.000
1.81
1.51
.000
2.77
2.49
.001
3.30
3.15
.049
The least used coping strategies for all teachers were drinking alcohol, using prescription drugs, taking a day off, exercising, and procrastinating. Unrelenting levels of stress
have not prompted teachers to take days off (because doing so might jeopardize student
preparation for the next round of testing). While the indication that they do not appear
to use alcohol or prescription drugs as a coping mechanism is encouraging, it is troubling
that few find time for exercise since physical exercise has been found to be a powerful
coping strategy for stress (Mayo Clinic Staff 2009).
Socioeconomic Factors
About 57 percent of participants nationwide described their schools as low SES (as
measured by the number of students on free lunch); 60 percent of California participating
teachers reported being in low SES schools, as compared to 50 percent of non-California
teachers. Fewer California teachers also indicated that they teach in middle SES (some
students on free lunch) to high SES (few students on free lunch) schools than did teachers in other states (see Table 7).
The burden of a communitys level of poverty is brought into its classrooms, and
teachers may find themselves dealing with social issues beyond their teachers roles
problems like student hunger, gang violence, or drugs. They know that academic progress
will likely suffer when a students basic needs are not met, and the constant awareness of
The Educational Forum Volume 76 2012 305
Richards
Table 7. Comparisons of Schools by Socioeconomic Class
Participant
Low SES
Schools
Middle SES
Schools
High SES
Schools
742
60%
29%
11%
458
50%
35%
14%
these factors is woven into the fabric of their teaching day. As might be expected, teachers
in low-wealth schools report higher levels of stress nationwide. On questions about the
sources of stress, 11 out of 16 items are significant (.05 level) when comparing socioeconomic groups. On all 11, teachers in low SES schools rated stress levels significantly higher
(.05) than did teachers of middle and high SES schools (see Table 8).
When comparing SES and manifestations of stress, teachers in low SES schools also
rated seven out of 10 manifestations of stress items significantly higher (.05) than did
teachers of middle and high SES schools (see Table 9).
Discussion
The most typical trigger to the stress response is the perception that ones coping
resources are inadequate for handling life demands. According to current models of
stress, we are constantly taking the measure of the daily demands we experience in life
and comparing this to the resources we possess for dealing with them. If our resources
Low
Middle
High
3.79
3.62
3.55
.026
3.82
3.56
3.37
.000
3.06
3.29
3.35
.003
4.15
4.12
3.66
.000
3.86
3.78
3.50
.004
3.52
3.41
3.16
.014
3.91
3.81
3.50
.001
3.22
3.01
2.84
.003
3.51
3.21
2.81
.000
3.99
3.87
3.30
.000
3.17
2.96
2.67
.000
stressful.
Low
Middle
High
2.67
2.38
2.50
.004
2.68
2.42
2.39
.004
2.49
2.30
2.22
.018
2.42
2.19
2.18
.013
3.04
2.85
2.77
2.70
2.53
2.31
.009
2.82
2.64
2.49
.035
.035
appear equal to the demands, we view them as mere challenges. If, however, demands
are viewed as exceeding our resources, they become stressors and trigger the stress
response. (Wood and McCarthy 2002, 1)
The results of this study suggest that teachers may be at the tipping pointnot sure
whether their resources are equal to the demands. If teachers experience stress over
time and do not see any way out, they are candidates for burnout. Burnout has been
described as a loss of idealism and enthusiasm (Matheny, Gfroerer, and Harris 2000).
Maslach and Schaufeli (1993) describe burnout as having three manifestations: (1) depersonalization, (2) reduced personal accomplishment, and (3) emotional exhaustion.
Burned-out teachers are apt to distance themselves from both students and other teachers, accomplish less, and feel emotionally empty and depressed. They no longer believe
their efforts make a difference in the lives of their students. They have given up and feel
powerless to change what is causing them distress. Hastings and Bham (2003) focus on
student behavior as a predictor of teacher burnout. They considered the potential role of
psychological variables such as teacher self-efficacy and coping strategies in explaining
how teacher well-being is affected by student behavior in the classroom (Hastings and
Bham 2003, c.f. Abstract). They mention that burnout can impact mental and physical
health as well as affect relationships, and it is connected to feelings about professional
accomplishment in ones work. Comments from teachers in this study mirror such characteristics of burnout:
It just isnt fun any more. It is all about what the book says to teach and what
the state standards demand, regardless of what the students need, are ready for, or are
interested in. I am thinking about leaving after this, my 11th year of teaching, because I
am expected to work miracles and I give up. I have a masters degree in education.
[What stresses me most is] administrators forever dumping more on our plate to
do and wanting it done without support, time, materials. I dont have strategies to
cope. Most times I am just depressed, tired, and irritable.
The Educational Forum Volume 76 2012 307
Richards
I often attend P.E. with my students and walk during their recess to calm down the
anxiety of the day.
I have a Monday night yoga class that I absolutely refuse to miss! I feel wonderful
for going and it keeps me refreshed.
3. Get enough sleep, and eat a healthy diet: When we are sleep-deprived, our thinking
and judgment are impaired and our immune system is affected. Sleep deprivation
may cause people to feel depressed, short tempered and out-of-sorts. These negatives are reversible with recovery sleep (Appold 2004, 1). The more challenging the
situation the more important it is to get enough sleep. Researchers who focus on
getting better sleep suggest the following steps: (1) Stick to a sleep schedule; (2) pay
attention to what you eat and drink; (3) create a bedtime ritual; (4) make sure your
room is comfortable (cool, dark, and quiet); (5) limit daytime naps; (6) include physical activity in your daily routine; and (7) manage stress (Mayo Clinic Staff 2011, 1).
The Better Sleep Council [BSC] (2009) conducted a survey of 2,000 Americans and
found that 51 percent of them say stress from work, family, and children disrupts
their sleep. They concluded that Getting an adequate amount of sleep each night
gives us energy, clear thinking and strength to deal with lifes daily stresses (BSC
2009, 3). Teacher participants shared similar ideas:
The only thing that works for me is a strict healthy diet and LOTS of exercise. I
try to get enough sleep. I told myself many years ago I would be more effective if I was
rested and left those tests to be graded later. They would still be there tomorrow, and I
would be better for my students if I was rested.
4. Make some time for family and friends as a support system: Botwinik (2007, 271)
advised that teachers should set up a buddy system with someone in your grade
level or subject area. Sharing ideas can be helpful and save you time. Mentoring
someone or having someone mentor you can also be helpful. Teachers in this
study had similar responses:
I cope by speaking to colleagues and socializing with them, creating bonds and enjoying time spent with the people I work with makes the job less stressful and more bearable.
Richards
Having friends and family that care and take over some tasks when the going gets
really tough makes a huge difference for me.
6. Indulge your sense of humor and determine to include some fun in your teaching every
day: Humor has connections to resiliencethat ability to handle lifes challenges
effectively:
If youre able to laugh at lifes frustrations, you can have increased immunity to
stress and adversity. Those with a sense of humor about life tend to experience life as less
stressful, are able to bond with others during difficult times, and experience the numerous benefits of laughter. If you can take a step back from difficult situations long enough
to maintain your sense of humor, you will be more resilient too. (Scott 2011, 7)
Teachers are often at the mercy of pacing guides that force them to march lockstep
through a subject by benchmark dates where testing is required. Nevertheless, it is critical to find a way to include an art project, a game, or some humor during the day. State
standards do dictate what teachers are to teach. They do not, however, dictate how those
standards must be met. Teachers need to look for opportunities for teaching a lesson in
an engaging, high-interest way. One practicing teacher (Done 2006) advocates telling
stories and jokes, taking a short break from ones routine, or using cartoons and music
with regularity. His examples include the use of props (like wigs, hats, or lab coats) for
lessons occasionally, acting out concepts, and using mnemonics when helpful. He cites
one of his former teachers as an example of a teacher who adds fun to the classroom
experience:
I remember hating subtraction until I had Miss Greco. She used to wave goodbye
to the numbers on the chalkboard before she borrowed and carried them. Sometimes she
even pretended to cry as she crossed them out. The whole class would laugh out loud.
Suddenly subtraction became far less threatening. (Done 2006, 35)
Based on comments from the study participants, they too perceive the value of
humor:
I have learned to be flexible and to take care of one thing at a time! If I couldnt
laugh about everything that happens at school, I wouldnt survive. My sense of humor
is my life-saver.
Gotta have a sense of humor even when disciplining a student. Remember
theyre just kids!! If we take the time to notice each individual student, most of them
just want to please us.
Richards
7. Determine to display a positive attitude and let things go that are out of your control:
A positive mental outlook is a protector against feeling unhappy when one is
stressed out; but it may also protect people from the physical damages that occur
in the body as a result of stress (Raison 2008b, para. 2). Researchers from the
Mayo Clinic agree. The health benefits that positive thinking may provide include
(Mayo Clinic Staff 2010, 2) the following:
In order to change negative self-talk to thinking that is more positive, the researchers suggest practicing new habits: (1) notice and evaluate your thinking during the day;
(2) be open to humor and seek humor in everyday events; (3) follow a healthy lifestyle
(eating and exercise); (4) surround yourself with positive people; and (5) practice positive self-talk.
Teachers in this study made similar comments:
Being happy and positive are choices we make every morning when we get out of
bed. We choose what kind of a day it is going to be, regardless of what the day has in
store for us.
I tend to keep a realistic perspective about what issues are truly under my control
and which are out of my sphere of influence. I try to reflect on at least one success a
day, rather than focus on the challenging situations that have occurred.
Do all you can and let the rest go!
Conclusion
Student academic improvement is a worthy goal, but it is not achieved in isolation.
Teachers attitudes and performance are critical to that endeavor. Learning to cope with
stress successfully has multiple benefits for teachers, and the suggestions in this study
offer some valuable options that may improve a teachers sense of well-being. Concern
for the effects of unrelenting stress in the lives of our teachers cannot be minimized or
ignored. Policymakers and educators must realize that good teachers can succumb to
burnout and work actively to demonstrate that concern. It is true that children are our
future, but teachers lead the way. For the good of our students as well as our society, the
subject of teacher stress deserves our attention and our support.
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1.
2.
3.
4.
5.
6.
7.
8.
Please rate each behavior or attitude from 1-5. 1 means seldom or never. 5 means often
or always. Your responses will remain anonymous, and you can stop taking this survey
at any time. Submitting your survey constitutes your consent at a participant. Thanks
so much for your help on this important topic.
I feel over-committed at work with too many duties and responsibilities. I often
take work home.
I have little time to relax.
I have a hard time balancing my work life with my personal life.
I dont have enough time to prepare lessons.
Work-related
5. The testing and pacing pressure is stressful for me.
6. Dealing with parents is stressful.
7. My class size is too large.
8. Teaching needy students without enough support is stressful.
Professional Stress
9. I feel a lack of control over school decisions that affect me and my students.
10. My personal opinion as a teacher does not count much.
11. I do not feel respected by those outside my profession.
12. Feeling the constant pressure of being accountable is stressful.
13. I often feel isolated and do not feel safe to speak my mind with colleagues or
administrators.
Richards
Discipline and Motivation
14. Discipline/student behavior problems cause frustration daily.
15. Teaching students who do not seem motivated to learn is stressful.
16. I dont feel that I have the administrative support that I need.
Thank you for your participation in this survey. If you would like to know the results
of this study on teacher stress, please contact me at jrichard@nu.edu I will be happy to
send you the results.