Você está na página 1de 19

This article was downloaded by: [Jan Richards]

On: 27 June 2012, At: 15:32


Publisher: Routledge
Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered
office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK

The Educational Forum


Publication details, including instructions for authors and
subscription information:
http://www.tandfonline.com/loi/utef20

Teacher Stress and Coping Strategies: A


National Snapshot
Jan Richards
a

Teacher Education, National University, Ontario, California, USA

Version of record first published: 27 Jun 2012

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

PLEASE SCROLL DOWN FOR ARTICLE


Full terms and conditions of use: http://www.tandfonline.com/page/terms-and-conditions
This article may be used for research, teaching, and private study purposes. Any
substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing,
systematic supply, or distribution in any form to anyone is expressly forbidden.
The publisher does not give any warranty express or implied or make any representation
that the contents will be complete or accurate or up to date. The accuracy of any
instructions, formulae, and drug doses should be independently verified with primary
sources. The publisher shall not be liable for any loss, actions, claims, proceedings,
demand, or costs or damages whatsoever or howsoever caused arising directly or
indirectly in connection with or arising out of the use of this material.

The Educational Forum, 76: 299316, 2012


Copyright Kappa Delta Pi
ISSN: 0013-1725 print/1938-8098 online
DOI: 10.1080/00131725.2012.682837

Teacher Stress and Coping


Strategies: A National
Snapshot

Downloaded by [Jan Richards] at 15:32 27 June 2012

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

Downloaded by [Jan Richards] at 15:32 27 June 2012

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:

300 The Educational Forum Volume 76 2012

Teacher Stress and Coping Strategies


Sources of stress questions (16): These questions dealt with time management,
work-related issues, professional stress, and student discipline/motivation.
Manifestations of stress questions (10): These questions asked about the emotional
and physical reactions to stress.
Coping behavior to stress questions (14): These questions described both positive
and negative coping behaviors.
In addition, the last question offered participants an opportunity to add a
comment.
The survey is included at the end of this article in the Appendix.

Downloaded by [Jan Richards] at 15:32 27 June 2012

Data Collection and Analysis


Participating in the survey were 1,201 K12 teachers nationwide, 742 of whom were
teaching in California. The teachers across various states were accessed from the databases of two universities whose masters programs in education are offered online, with
participating teachers sharing the survey with other teachers in their schools. In addition, Edjoin.org, a job-search site for California educators, graciously placed the link to
the survey on its Web site, resulting in responses from hundreds of California teachers.
The survey was conducted through the online tool, SurveyMonkey during September
and October 2009.

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

Downloaded by [Jan Richards] at 15:32 27 June 2012

Source of Stress

Non-California Teachers
M

Source of Stress

Teaching needy students without enough


support is stressful.

4.21

I feel over committed at work with too many


duties and responsibilities. I often take work
home.

3.95

I feel over committed at work, with too


many duties and responsibilities. I often
take work home.

4.07

Teaching needy students without enough


support is stressful.

3.86

I feel a lack of control over school decisions that affect me and my students.

3.92

I have little time to relax.

3.84

Teaching students who do not seem motivated to learn is stressful.

3.90

Teaching students who do not seem


motivated to learn is stressful.

3.83

Feeling the constant pressure of being


accountable is stressful.

3.89

Feeling the constant pressure of being


accountable is stressful.

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.

302 The Educational Forum Volume 76 2012

Teacher Stress and Coping Strategies


Table 2. Sources of Stress Comparisons
Source of Stress

Downloaded by [Jan Richards] at 15:32 27 June 2012

I dont have enough time to prepare lessons.

California

Non-California

3.78

3.58

.005

The testing and pacing pressure is stressful for me.

3.79

3.52

.000

Class size is too large.

3.61

3.25

.000

Teaching needy students without enough support is


stressful.

4.21

3.86

.000

I feel a lack of control over school decisions that affect


me and my students.

3.92

3.59

.000

My personal opinion as a teacher does not count much.

3.60

3.19

.000

I do not feel respected by those outside my profession.

3.29

3.00

.001

Feeling the constant pressure of being accountable is


stressful.

3.89

3.74

.022

I often feel isolated and do not feel safe to speak my


mind with colleagues or administrators.

3.21

2.92

.000

Discipline/student behavior problems cause frustration daily.

3.49

3.07

.000

I dont feel that I have the administrative support that


I need.

3.22

2.75

.000

Table 3. Top Five Manifestations of Stress Among Teachers


California Teachers
Manifestations of Stress

Non-California Teachers
M

Manifestations of Stress

I feel physically exhausted much of the


time.

3.72

I feel physically exhausted much of the


time.

3.65

I am not as idealistic and enthusiastic


about teaching as I once was.

3.46

I am not as idealistic and enthusiastic about


teaching as I once was.

3.02

I feel overwhelmed with what is expected


of me as a teacher and have doubts
about my ability to make a difference in
students lives.

2.99

I feel overwhelmed with what is expected


of me as a teacher and have doubts about
my ability to make a difference in students
lives.

2.88

Job stress has negatively affected personal


relationships in my life.

2.85

I suffer from frequent headaches, stomach


pains, and/or high blood pressure.

2.60

I worry a lot about my job security.

2.81

Job stress has negatively affected personal


relationships in my life.

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.

The Educational Forum Volume 76 2012 303

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.

Downloaded by [Jan Richards] at 15:32 27 June 2012

For the manifestation of stress questions, there is a statistically significant difference


(.05) between California teachers and non-California teachers on eight out of 10 responses
(see Table 4). California respondents have a higher rating compared to non-California
respondents on all of them. That teachers feel exhausted much of the time is understandable. Teaching is taxing work. Of great concern is the suggestion that teachers have lost
much of their enthusiasm, idealism, and sense of efficacy (the belief that their efforts can
make a difference in students lives). Also worrisome is the perception that job stress
has negatively affected their personal relationships since strong relationships are a key
component for coping with stress (Botwinik 2007).
The intensity and manifestations of stress suggested in this study are worrisome for
all teachers nationwide, but California teachers are of particular concern.
Coping Strategies
The top five coping strategies of teachers nationwide (and for California teachers by
comparison) are as follows. The average (mean) is based on the five-point response scale
(see Table 5).
The same top five coping strategies were reported across both groups. For the coping
strategy questions, there is a statistically significant difference (.05) between California
teachers and non-California teachers on four out of 14 responses (see Table 6). Teachers
who cope successfully with the stresses of teaching rely on strong relationships with supportive family and friends. They choose positive attitudes, as well as humor, to sustain
themselves, and they manage to carve out time for solitude, reflection, and other beneficial
activities like exercise or hobbies.

Table 4. Manifestations of Stress Comparisons


Source of Stress

California

Non-California

I feel vulnerable, unable to cope, anxious, or depressed.

2.71

2.31

.000

I have insomnia because of school stress.

2.73

2.29

.000

I feel generally irritated and impatient with students.

2.48

2.28

.004

I find myself withdrawing from others.

2.44

2.13

.000

I worry a lot about my job security.

2.81

2.26

.000

Job stress has negatively affected personal relationships


in my life.

2.85

2.44

.000

I am not as idealistic and enthusiastic about teaching as


I once was.

3.46

3.02

.000

I suffer from frequent headaches, stomach pains, and/


or high blood pressure.

2.80

2.60

.036

304 The Educational Forum Volume 76 2012

Teacher Stress and Coping Strategies


Table 5. Top Five Coping Strategies Among Teachers

Downloaded by [Jan Richards] at 15:32 27 June 2012

California Teachers

Non-California Teachers

Manifestations of Stress

Manifestations of Stress

I have good friends and family who are


there for me.

4.1

I have good friends and family who are


there for me.

4.21

I have a good sense of humor that carries


me through challenges.

3.78

I have a good sense of humor that carries


me through challenges.

3.87

Times of solitude help me cope with


stress at school.

3.50

Times of solitude help me cope with stress


at school.

3.60

I see stress as a problem to be solved, and


I believe that I can succeed.

3.49

I see stress as a problem to be solved, and I


believe that I can succeed.

3.50

I tend to have a positive attitude no matter what is going on.

3.44

I tend to have a positive attitude no matter


what is going on.

3.50

Table 6. Coping Strategy Comparisons


Coping Strategy

California

Non-California

I take a day off when the stress really gets to me!

2.54

2.06

.000

I drink alcohol to feel calmer.

1.81

1.51

.000

I exercise at least 30 minutes a day (walking, biking,


going to the gym, etc.).

2.77

2.49

.001

I seek social support when I feel particularly stressed


with school issues.

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

California teacher participants

742

60%

29%

11%

Non-California teacher participants

458

50%

35%

14%

Downloaded by [Jan Richards] at 15:32 27 June 2012

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

Table 8. Difference in Reported Sources of Stress by Socioeconomic


Class
Sources of Stress Questions

Low

Middle

High

I dont have enough time to prepare lessons.

3.79

3.62

3.55

.026

The testing and pacing pressure is stressful for me.

3.82

3.56

3.37

.000

Dealing with parents is stressful.

3.06

3.29

3.35

.003

Teaching needy students without enough support is

4.15

4.12

3.66

.000

I feel a lack of control over school decisions that affect


me and my students.

3.86

3.78

3.50

.004

My personal opinion as a teacher does not count much.

3.52

3.41

3.16

.014

Feeling the constant pressure of being accountable is


stressful.

3.91

3.81

3.50

.001

I often feel isolated and do not feel safe to speak my


mind with colleagues or administrators.

3.22

3.01

2.84

.003

Discipline/student behavior problems cause frustration daily.

3.51

3.21

2.81

.000

Teaching students who do not seem motivated to lean


is stressful.

3.99

3.87

3.30

.000

I dont feel that I have the administrative support that


I need.

3.17

2.96

2.67

.000

stressful.

306 The Educational Forum Volume 76 2012

Teacher Stress and Coping Strategies


Table 9. Differences in Reported Manifestations of Stress by
Socioeconomic Class

Downloaded by [Jan Richards] at 15:32 27 June 2012

Manifestations of Stress Questions

Low

Middle

High

I feel vulnerable, unable to cope, anxious, or depressed.

2.67

2.38

2.50

.004

I have insomnia because of school stress.

2.68

2.42

2.39

.004

I feel generally irritated and impatient with students.

2.49

2.30

2.22

.018

I find myself withdrawing from others.

2.42

2.19

2.18

.013

I feel overwhelmed with what is expected of me as a


teacher and have no doubts about my ability to make a
difference in students lives.

3.04

2.85

2.77

I worry a lot about my job security.

2.70

2.53

2.31

.009

I suffer from frequent headaches, stomach pains, and/


or high blood pressure.

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

Downloaded by [Jan Richards] at 15:32 27 June 2012

Suggestions for Successfully Coping With Stress


Teachers cannot change the school, the poverty, the principals level of support, the
number of students in the classroom, or the availability of materials. The only power
teachers may have is the determination to improve and practice effective coping strategies
proven helpful by teachers who have shared their successful approaches. One researcher
(Botwinik 2007) asked teachers, who had successfully taught in challenging schools for
more than 20 years, about their secrets for coping with stress. Their secrets/strategies
make up many of the following suggestions. The quotations included are from participant
comments in this study:
1. Make time for yourself: This is not a selfish goal. Psychologists tell us that we all
need times of personal renewal to sustain our emotional health. One of the teachers
in Botwiniks (2007, 271) study advised the following: When you leave school,
focus on the rest of your life and make time for your family. Involve yourself in
hobbies and organizational or volunteer work. Consider taking a mental health
day and do something special for yourself on that day. Teachers in this study
who are successfully coping with stress offered the following suggestions:
I think taking time for myself and sometimes making that a priority over everything is important. I cant be all things to anybody and dont try to.
I cope by spending time with friends, catching up on sleep, drinking caffeine, and
taking days off when needed.
Massage seems to be the best stress reliever.
I am taking an art therapy class that seems to be helping.
2. Make time for exercise: Physical activity helps relieve stress. Any form of exercise
can decrease the production of stress hormones and counteract your bodys natural
stress responses (Mayo Clinic Staff 2009, 1). Exercise not only increases overall
health and sense of well-being, but it can directly reduce stress by (1) increasing the
production of endorphins (the brains feel good neurotransmitters), (2) encouraging focus on physical movement, which lowers tension and aids calmness and
mental clarity, and (3) improving the mood and lowering the symptoms associated
with mild depression and anxiety (Mayo Clinic Staff 2009). The American Council
on Exercise agrees, suggesting three beneficial forms of exercise: (1) aerobic activity, such as walking 20 minutes daily, (2) yoga and similar activities to help calm
and relax the mind, and (3) recreational sports, such as tennis or racquetball.
In a recent ABC News special report, Dr. Charles Raison (2008a) posited that a regular
exercise program is the best thing one can do to enhance physical and mental health. He
added: People that exercise regularly tend to have less of a stress reaction to everything
else in their life (para. 4). Research studies agree, suggesting that people who make

308 The Educational Forum Volume 76 2012

Teacher Stress and Coping Strategies


exercise a regular part of their week report being less stressed than those who do not (Mayo
Clinic Staff 2011, 1). Comments from teachers in this study supported these findings:
Exercising has been a huge stress relief and has enabled me to come off of anxiety
medications, which I was taking, I believe, due to school-related stress.
I never give up my exercise regimen! I go to the gym no matter how many papers
are left to grade or lessons to plan for.

Downloaded by [Jan Richards] at 15:32 27 June 2012

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.

The Educational Forum Volume 76 2012 309

Richards
Having friends and family that care and take over some tasks when the going gets
really tough makes a huge difference for me.

Downloaded by [Jan Richards] at 15:32 27 June 2012

The elementary severely handicapped special education team in my district meets


once per month which is immensely helpful and supportive. And, we LOVE to have
bi-monthly happy hours, which is a great way to let off steam and discuss daily frustrations with people who can relate.
5. Practice meditation and solitude: A meditative technique called the relaxation response has been used by physicians and therapists worldwide (Benson 2000).
When stressed, the body reacts with a kind of fight or flight response. Practicing
relaxation techniques can elicit a state of relaxation in which breathing, pulse rate,
and blood pressure are decreased. In addition to its calming physical effects, research shows that the relaxation response also increases energy and focus, combats
illness, relieves aches and pains, heightens problem-solving abilities, and boosts
motivation and productivity (Segal 2012, para. 4). Such a relaxation practice can
involve simple techniques for stress relief such as deep breathing, progressive
muscle relaxation (consciously tensing and relaxing different muscle groups), or
taking a yoga class. All forms of meditation generally involve a quiet environment
(inside or outside) where it is possible to unwind from the days stress. For some,
a relaxation response can be elicited through yoga or massage therapy. Others
might experience this relaxation response through prayer or through enjoying a
quiet walk in nature. Teachers who successfully deal with stress often mentioned
the value of time alone to think, evaluate, and regroup. Some mentioned seeing
a counselor while others mentioned prayer, meditation, or reading motivational
material. Some teachers combined mindfulness with their exercise programas
in taking a yoga class. Tull (2010, 1) explains the benefits of mindfulness this way:
Mindfulness has been around for ages. However, mental health professionals
are beginning to recognize that mindfulness can have many benefits for people
suffering from difficulties such as anxiety and depression. In a nutshell, mindfulness is about being completely in-touch with the present moment:
Exercise is not just a physical activity. Exercise is good for your mind and spirit.
Instead of looking at exercise as difficult physical exertion, try one of the following beliefs:
This 30 minute time is devoted to relaxing my mind. When I exercise I give it a break
from all the information it has been processing. This 30 minute time is devoted to nurturing my body. When I exercise I am treating my body with respect and am responding to
its needs. This 30 minute time is devoted to caring for my spirit. When I exercise I am
purposely spending time away from the pressures of my daily life. (Ryan 2011, 1)
Teachers in this study had similar responses:
Im working on incorporating a more mindful daily trot on the treadmill. I recently
read an article about prayer and meditation during walking that feels right to me.
That starts tomorrow.
310 The Educational Forum Volume 76 2012

Teacher Stress and Coping Strategies


I go for a walk by myself or go home and just sit down and relax while the house is
quiet. I sometimes take a long hot shower or bubble bath.
Lots and lots of prayer and reading are two ways I cope, and as a writer, I often
address my concerns with characterization and plot.

Downloaded by [Jan Richards] at 15:32 27 June 2012

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.

The Educational Forum Volume 76 2012 311

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:

Downloaded by [Jan Richards] at 15:32 27 June 2012

Increased life span


Lower rates of depression
Lower levels of distress
Greater resistance to the common cold
Better psychological and physical well-being
Reduced risk of death from cardiovascular disease
Better coping skills during hardships and times of stress

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.

312 The Educational Forum Volume 76 2012

Teacher Stress and Coping Strategies

Downloaded by [Jan Richards] at 15:32 27 June 2012

References
Appold, K. 2004. Getting your zzzs. Available at: http://physical-therapy.advanceweb.com/
Article/Getting-Your-Zzzs.aspx.
Benson, H. 2000. The relaxation response. New York: HarperCollins.
Better Sleep Council. 2009. Better sleep guide. Alexandria, VA: Author. Available at: http://
www.bettersleep.org/onbettersleep/download_guide.asp.
Botwinik, R. 2007. Dealing with teacher stress. Clearing House: A Journal of Educational
Strategies, Issues and Ideas 80(6): 27172.
Done, P. 2006. Make em laugh (& theyll learn a lot more). Instructor 115(7): 3235.
Fimian, M. 1984. The development of an instrument to measure occupational stress in teachers: The Teacher Stress Inventory. Journal of Occupational Psychology 57(4): 27793.
Fimian, M., and P. Fasteneau. 1990. The validity and reliability of the Teacher Stress Inventory: A re-analysis of aggregate data. Journal of Organizational Behavior 11(2): 15157.
Fredenberg, E., and R. Lewis. 2000. The Coping Scale for Adults: Construct validity and
what the instrument tells us. Paper presented at the annual meeting of the American
Educational Research Association, April 2428, New Orleans, LA.
Hastings, R., and M. Bham. 2003. The relationship between student behaviour patterns
and teacher burnout. School Psychology International 24(1): 11527.
Johnson, J., A. Yarrow, J. Rochkind, and A. Ott. 2009. Teaching for a living: How teachers see
the profession today. New York: Public Agenda/Education Week. Available at: http://
www.publicagenda.org/pages/teaching-for-a-living.
Maslach, C., and W. B. Schaufeli. 1993. Historical and conceptual development of burnout. In Professional burnout: Recent developments in theory and research, eds. C. Maslach,
W. B. Schaufeli, and T. Marek, 116. Washington, DC: Taylor & Francis.
Matheny, K. B., C. A. Gfroerer, and L. Harris. 2000. Work stress, burnout, and coping at
the turn of the century: An Adlerian perspective. Journal of Individual Psychology 56(1):
7487.
Mayo Clinic Staff. 2009. Positive thinking: Reduce stress by eliminating negative self-talk.
Rochester, MN: Mayo Clinic. Available at: http://www.mayoclinic.com/health/positivethinking/SR00009.
Mayo Clinic Staff. 2010. Exercise and stress: Get moving to combat stress. Rochester, MN: Mayo
Clinic. Available at: http://www.mayoclinic.com/health/exercise-and-stress/sr00036.
Mayo Clinic Staff. 2011. Sleep tips: 7 steps to better sleep. Available at: http://www.
mayoclinic.com/health/sleep/HQ01387#.
Potter, W. 2010. National leaders speak up about education crisis. NEA Today.org. Available
at: http://neatoday.org/2010/05/26/neas-speak-up-campaign-puts-face-on-education-crisis/.
Raison, C. 2008a. Can exercise help me cope with stress, and does it matter what kind of exercise? New York: ABC News. Available at: http://abcnews.go.com/Health/StressCoping/
story?id=4673020#.T3mloaid7h58.
Raison, C. 2008b. Can a positive mental attitude really help me cope with stress? New York:
ABC News. Available at: http://abcnews.go.com/print?id=4667844.
Rivera, C., N. Santa Cruz, and L. Gordon. 2010. Thousands protest California education
cuts. Los Angeles Times. Available at: http://articles.latimes.com/2010/mar/05/local/la-meprotests5-2010mar05.
The Educational Forum Volume 76 2012 313

Richards

Downloaded by [Jan Richards] at 15:32 27 June 2012

Ryan, J. 2011. Getting sweatyWhere mindfulness and exercise intersect. Ezine Articles.
com. Available at: http://EzineArticles.com/?expert=Jennifer_M_Ryan.
Scott, E. 2011. Cope with stress and become more resilient. About.com. Available at: http://
stress.about.com/od/positiveattitude/ht/resilient.htm.
Segal, J. 2012. Relaxation techniques for stress relief: Finding the relaxation exercises that work for you. Available at: http://www.helpguide.org/mental/stress_relief_
meditation_yoga_relaxation.htm.
Trenberth, L., P. Dewe, and F. Walkey. 1996. A factor replication approach to the measurement of coping. Stress Medicine 12(2): 7179.
Tull, M. 2010. Mindfulness exercises: Live your life in the present moment. About.com.
Available at: http://ptsd.about.com/od/selfhelp/tp/mindfulexercises.htm.
Wood, T., and C. McCarthy. 2002. Understanding and preventing teacher burnout. Washington,
DC: ERIC Clearinghouse on Teaching and Teacher Education. ERIC ED 477 726.

314 The Educational Forum Volume 76 2012

Teacher Stress and Coping Strategies


Appendix
Teacher Stress and Coping Strategies Survey
Demographic questions.

Downloaded by [Jan Richards] at 15:32 27 June 2012

1.
2.
3.
4.
5.
6.
7.
8.

Grade level taught (K-5; 6-8; 9-12)


Age (under 30; 31-40; 41-50; over 50)
Years of teaching experience (1-5; 6-10; 11+)
Gender (M, F)
Socio-economic status (SES) of your school (Low, Middle, High)
Your ethnicity (African American, Hispanic, Asian, White, Other)
Ethnicity of student population (most are African American, Hispanic, Asian, White,
Other)
State where you teach

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.

Sources of stress questions


Time Management
1.
2.
3.
4.

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.

The Educational Forum Volume 76 2012 315

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.

Downloaded by [Jan Richards] at 15:32 27 June 2012

Manifestations of stress questions


Emotional /physical reactions to stress
17. I feel vulnerable, unable to cope, anxious, or depressed.
18. I have insomnia because of school stress.
19. I feel generally irritated and impatient with students.
20. I find myself withdrawing from others.
21. I feel overwhelmed with what is expected of me as a teacher and have doubts about
my ability to make a difference in students lives.
22. I worry a lot about my job security.
23. Job stress has negatively affected personal relationships in my life.
24. I am not as idealistic and enthusiastic about teaching as I once was.
25. I suffer from frequent headaches, stomach pains, and/or high blood pressure.
26. I feel physically exhausted much of the time.

Coping Behavior questions


27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.

I take a day off when the stress really gets to me!


I tend to procrastinate when my stress level is high.
I take over-the-counter or prescription drugs that help me feel better.
I drink alcohol to feel calmer.
I exercise at least 30 minutes a day (walking, biking, going to the gym, etc.).
I have good friends and family who are there for me.
I seek social support when I feel particularly stressed with school issues.
I regularly use prayer or meditation to help me feel peaceful.
Times of solitude help me cope with stress at school.
I make time to enjoy a hobbyeven when I am busy with school.
I make it a point to eat healthy food, get adequate sleep, and maintain a healthy
weight.
38. I see stress as a problem to be solved, and I believe that I can succeed.
39. I tend to have a positive attitude no matter what is going on.
40. I have a good sense of humor that carries me through challenges.
Please add any further comments on what causes you the most stress as well as your
strategies for coping with stress.

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.

316 The Educational Forum Volume 76 2012

Você também pode gostar