Occupational stress in secondary school teachersexamining the role of students' disruptive behaviour and/or attitudes and the perceived difficulty in conflict management

  1. Santiago Mariño, María José
  2. Otero López, Xosé Manuel
  3. Castro Bolaño, Cristina
  4. Villardefrancos Pol, Estíbaliz
Revista:
European journal of education and psychology

ISSN: 1888-8992,  1989-2209

Ano de publicación: 2008

Volume: 1

Número: 1

Páxinas: 39-50

Tipo: Artigo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: European journal of education and psychology

Resumo

This study examines not only the role of students. disruptive behaviour and/or attitudes but also the difficulties perceived by teachers in managing conflicts as a function of the different sociodemographic and occupational variables (gender, age, professional experience, teaching cycle). The results obtained from a sample consisting in 1386 ESO teachers allow us to conclude that both types of stressors validly discriminate as a function of sociodemographic and occupational variables. Specifically, the stress associated to students. disruptive behaviour and to the difficulties faced by teachers in managing conflict has a greater incidence on female teachers, on second cycle teachers and on intermediate stages in the profession. If these findings are corroborated by further research, it would be important to design prevention and/or intervention programmes that are sensitive to these risk factors.

Referencias bibliográficas

  • Antoniou, A.S., Polychroni, F., and Vlachakis, A.N. (2006). Gender and age differences in occupational stress and professional burnout between primary and high-school teachers in Greece. Journal of Managerial Psychology, 21, 682-690.
  • Baldry, A. and Farrington, D.P. (2005). Protective factors as moderators of risk factors in adolescence bullying. Social Psychology of Education, 8, 263-284.
  • Borg, M.G. and Riding, R.J. (1991). Towards a model for the determinants of occupational stress among schoolteachers. European Journal of Psychology of Education, 4, 355-373.
  • Borg, M.G., Riding, R.J., and Falzon, J.M. (1991). Stress in teaching: A study of occupational stress and its determinants, job satisfaction and career commitment among primary school teachers. Educational Psychology, 11, 59-75.
  • Byrne, B.M. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31, 645-643.
  • Flannery, D.J., Wester, K.L., and Singer, M.I. (2004). Impact of exposure to violence in school on child and adolescent mental health and behavior. Journal of Community Psychology, 32, 559-573.
  • Friedman, I.A. (1995). Student behaviour patterns contributing to teacher burnout. Journal of Educational Research, 88, 281-289.
  • Galand, B., Lecocq, C., and Philippot, P. (2007). School violence and teacher professional disengagement. British Journal of Educational Psychology, 77, 465- 477.
  • Geving, A.M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23, 624-640.
  • Innes, J.M. and Kitto, S. (1989). Neuroticism, self-consciousness and coping strategies, and occupational stress in high school teachers. Personality and Individual Differences, 10, 303-312.
  • Kokkinos, C.M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229-243.
  • Kyriacou, C. and Sutcliffe, J. (1978). Teacher stress: Prevalence, sources, and symptoms. British Journal of Educational Psychology, 48, 159-167.
  • Laughlin, A. (1984). Teacher stress in an Australian setting: The role of biographical mediators. Educational Studies, 10, 7-22.
  • Lawrence, C. and Green, K. (2005). Perceiving classroom aggression: The influence of setting, intervention style and group perceptions. British Journal of Educational Psychology, 75, 587-602.
  • Mallet, P. and Paty, B. (1999). How French counsellors treat school violence: An adult centered approach. International Journal for the Advancement of Counselling, 21, 279-300.
  • Manassero, M.A., García, E., Torrens, G., Ramis, C. Vázquez, A., and Ferrer, V. (2005). Burnout en la enseñanza: Aspectos atribucionales [Teaching burnout: attributional aspects]. Revista de Psicología del Trabajo y de las Organizaciones, 21, 89-105.
  • Manthei, R., Gilmore, A., Tuck, B., and Adair, V. (1996). Teacher stress in intermediate schools. Educational Research, 38, 3-19.
  • Otero-López, J.M., Castro, C., and Santiago, M.J. (in press). An integrating approach to the study of burnout in university professors. Psicothema.
  • Otero-López, J.M., Santiago, M.J., Castro, C., Pardiñas, M.C., Mirón, L., and Ponte, D. (2006). Estrés laboral y burnout en profesores de Enseñanza Secundaria [Occupational Stress and Burnout in Secondary School Teachers]. Santiago de Compostela: ICE-Servicio de Publicaciones e Intercambio Científico de la Universidad de Santiago de Compostela.
  • Otero-López, J.M., Santiago, M.J., Godás, A., Castro, C., Villardefrancos, E., and Ponte, D. (2008). An integrative approach to burnout in secondary school teachers: examining the role of student disruptive behavior and disciplinary issues. International Journal of Psychology and Psychological Therapy, 8, 259-270.
  • Payne, M.A. and Furnham, A. (1987). Dimensions of occupational stress in west Indian secondary school teachers. British Journal of Educational Psychology, 57, 141- 150.
  • Travers, C.J. and Cooper, C.L. (1993). Mental ill health, job satisfaction, alcohol consumption and intention to leave in the teaching profession. Work and Stress, 7, 203-220.
Fonte de datos: Dialnet