R van Dick1, U Wagner. 1. Faculty of Psychology, Philipps-University Marburg, Germany. vandick@mailer.uni-marburg.de
Abstract
BACKGROUND: School teaching seems to be particularly stressful. The stress model of Lazarus and colleagues and its adaptation to educational settings by Kyriacou and Sutcliffe is the basis for an analysis of antecedents and consequences of teacher stress. AIMS: The first aim was to test the theoretical model of teacher stress on a large sample using structural equation statistics (study I). The results should then be cross-validated and the model enlarged by additional operationalisations (study II). SAMPLES: Heterogeneous samples of German school teachers (study I: N = 356, study II: N = 201). METHODS: In study I, standardised questionnaires measuring workload and mobbing as stressors, physical symptoms as stress reactions, and social support and self-efficacy as moderating variables. In addition to these concepts, coping strategies, burnout and absenteeism were assessed in study II. RESULTS: The structural equation modelling in study I revealed that the predications of the stress model hold true: Workload and mobbing lead to stress reactions, whereas principal support reduces the perception of workload and mobbing. Global support and self-efficacy moderate the relationships between the variables. These results were confirmed in study II and the model was enlarged by burnout and coping strategies. With all concepts, 12% of the variance of absenteeism can be explained. CONCLUSIONS: Limitations of the studies, using cross-sectional data and self-reported measures are discussed. Practical implications for improving the situation are provided.
BACKGROUND: School teaching seems to be particularly stressful. The stress model of Lazarus and colleagues and its adaptation to educational settings by Kyriacou and Sutcliffe is the basis for an analysis of antecedents and consequences of teacher stress. AIMS: The first aim was to test the theoretical model of teacher stress on a large sample using structural equation statistics (study I). The results should then be cross-validated and the model enlarged by additional operationalisations (study II). SAMPLES: Heterogeneous samples of German school teachers (study I: N = 356, study II: N = 201). METHODS: In study I, standardised questionnaires measuring workload and mobbing as stressors, physical symptoms as stress reactions, and social support and self-efficacy as moderating variables. In addition to these concepts, coping strategies, burnout and absenteeism were assessed in study II. RESULTS: The structural equation modelling in study I revealed that the predications of the stress model hold true: Workload and mobbing lead to stress reactions, whereas principal support reduces the perception of workload and mobbing. Global support and self-efficacy moderate the relationships between the variables. These results were confirmed in study II and the model was enlarged by burnout and coping strategies. With all concepts, 12% of the variance of absenteeism can be explained. CONCLUSIONS: Limitations of the studies, using cross-sectional data and self-reported measures are discussed. Practical implications for improving the situation are provided.
Authors: Thomas Unterbrink; Anna Hack; Ruth Pfeifer; Veronika Buhl-Griesshaber; Udo Müller; Helmut Wesche; Markus Frommhold; Klaus Scheuch; Reingard Seibt; Michael Wirsching; Joachim Bauer Journal: Int Arch Occup Environ Health Date: 2007-02-10 Impact factor: 3.015
Authors: Joachim Bauer; Thomas Unterbrink; Anna Hack; Ruth Pfeifer; Veronika Buhl-Griesshaber; Udo Müller; Helmut Wesche; Markus Frommhold; Reingard Seibt; Klaus Scheuch; Michael Wirsching Journal: Int Arch Occup Environ Health Date: 2007-02-10 Impact factor: 3.015