Stress Experienced by Teachers and Stressors in Dependence on the Institution of Education

Mokytojų darbas vykstant socialiniams pokyčiams ir besitęsiančioms švietimo reformoms atsidūrė nuolatinės kaitos proceso sūkuryje. Visa tai turi itin stiprų poveikį ir įtaką mokytojo profesinei veiklai, jos kokybei ir darbo efektyvumui, patiriamam stresui. Tyrimo tikslas – išanalizuoti pedagogų patiriamą stresą bei stresorius priklausomai nuo ugdymo įstaigos. Duomenys buvo renkami anoniminės anketinės apklausos metodu. Taikytas atsitiktinės atrankos metodas. Tyrimas atliktas dviejuose Jonavos ugdymo įstaigose: gimnazijoje ir lopšelyje – darželyje. Streso pedagogų darbe tyrime dalyvavo 56 respondentai: 36 gimnazijos ir 20 lopšelio – darželio pedagogų. Stresui pedagogų darbe įvertinti buvo taikoma J. Pikūno ir A. Palujanskienės metodika. Apklausos metu pateiktas klausimynas, atskleidžiantis vidinius stresorius, kurie tuo pačiu metu gali būti vertinami ir kaip vidinio streso požymiai. Duomenų statistinė analizė atlikta naudojant SPSS 17.0 programinį paketą. Tyrimas parodė, kad 30% lopšelio – darželio pedagogų jaučia nežymų stresą arba kad vidinių stresorių nepavyksta įveikti įprastu būdu (χ2=22,41; p<0,001). Nustatyta, kad gimnazijoje ir lopšelyje – darželyje jaučiamas vidutinis stresas bei trečdaliui lopšelio – darželio pedagogų nepavyksta įprastu būdu įveikti vidinių stresorių ir tai sukelia nežymų stresą.In the context of social changes and ongoing education reforms, teachers’ work found itself in the midst of continuous turnover. All those processes strongly affect and influence teachers’ professional activities, their quality and work efficiency, as well as their experienced stress. The aim of the research was to analyze stress experienced by teachers and stressors in dependence on the institution of education. The data were collected using the methods of questionnaire survey. The subjects were selected using the random sampling strategy. The study was conducted in two Jonava institutions of education: a gymnasium and a preschool. The study on stress in teachers’ work involved 56 respondents: 36 of them were from the gymnasium, 20 – from preschool. Stress in teachers’ work was evaluated applying the methodology of J. Pikūnas and A. Palujanskienė. The questionnaire used in the survey revealed internal stressors which at the same time could be evaluated as internal signs of stress. Statistical data analysis was performed using SPSS 17.0 programme package. Research showed that 30% of teachers at the preschool experienced low levels of stress, and their internal stressors could not be overcome in usual ways (χ2=22.41; p<0.001). It was established that teachers both in the gymnasium and preschool felt internal stress, and one third of preschool teachers were unable to overcome internal stressors, which caused low stres

First year effects of induction arrangements on beginning teachers' psychological processes

<p>This study examined the (1) effects of a supportive program (i.e., induction arrangement) on beginning teachers' (BTs') psychological processes after a period of 1 year and (2) psychological paths of influence of the arrangement. Participants (56 Dutch secondary schools with 143 BTs) were randomly allocated to two conditions. Experimental schools provided a carefully developed and implemented induction arrangement to their BTs. Control schools followed their regular (induction) arrangements. BTs perceived stress causes, self-efficacy, and job strain were measured with a pre-test post-test design. Condition effects were examined by means of independent sample t tests. The perception of the provided support was measured, and its psychological path of influence was investigated by conducting standard multiple regression analyses. BTs in the experimental condition indicated that they (1) received more support, (2) experienced fewer stress causes (i.e., lack of learning opportunities and lack of regulating possibilities), and (3) experienced more self-efficacy in the classroom at the end of the school year. Furthermore, fewer BTs left the experimental schools after 1 year. Reducing BTs' workload and supporting their professional development are the most influential induction arrangement elements provided in this study. Providing carefully developed and implemented induction arrangements may soften the harshness of the context in which BTs operate, by decreasing their perceived stress causes and increasing their level of self-efficacy in the classroom. This, in turn, could positively affect BTs' decision to stay in the teaching profession and might, therefore, add to a solution to the teacher shortage problem.</p>