Primary teachers' knowledge and acquisition of stress relieving strategies

Cockburn, Anne D. (1996) Primary teachers' knowledge and acquisition of stress relieving strategies. British Journal of Educational Psychology, 66 (3). pp. 399-410. ISSN 0007-0998

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Over the last 20 years there have been numerous studies of teacher stress but little is known of how teachers acquire coping strategies; their knowledge of those available to them and their opinion of these techniques. A total of 335 Norfolk primary teachers responded to a postal questionnaire providing biographical details; levels of job satisfaction and work related stress; responses to a range of commonly advocated techniques to reduce teacher stress and their opinion on who - if anyone - should take more responsibility for reducing teacher stress. On average the respondents were aware of 35 stress reduction strategies. The most effective strategies were ensuring that one understood what one was about to teach and thorough lesson preparation. A significant proportion of practitioners said that they would not consider seeking expert sources of advice. A total of 89 per cent of practitioners reported that they acquired at least some strategies through their own experience. It was concluded that the issue of teacher stress needs to be considered at governmental, school and individual levels. In the light of some resistance to traditional methods of stress reduction, the implications for initial and in-service training were explored.

Item Type: Article
Uncontrolled Keywords: adaption, psychological,teaching,adult,female ,humans,job satisfaction,male,middle aged,questionnaires,relaxation techniques,stress, psychological
Faculty \ School: Faculty of Social Sciences > School of Education and Lifelong Learning
UEA Research Groups: Faculty of Social Sciences > Research Groups > Research in Mathematics Education
Depositing User: Pure Connector
Date Deposited: 05 Feb 2014 13:16
Last Modified: 24 Oct 2022 05:18
DOI: 10.1111/bjep.1996.66.issue-3

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