Practical solutions for teacher stress

Bibliographic Data

ID4948847
AuthorsDennis Sparks (corresponding author)
Year1983
Volume22
Issue1
Pages33-42
Publication date1983-01-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405848309543035
OpenAlexW2016051452
LanguageEN
Citations received2
References cited9

Developing meaningful solutions for the problem of teacher stress and burnout is more complex than it may appear. It involves change in human attitudes and behavior, a type of change very difficult to bring about, even when an individual's job satisfaction and physical health are at stake. It is one thing to list stressors and possible solutions; it is another thing to act on what we already know to be in our best interest. A to the problem of teacher stress and burnout recognizes the complexity of this problem. Mind and body are viewed as interconnected. Thoughts, feelings, and physiological responses are related. Each of us is seen as ultimately responsible for our health and happiness because we make numerous decisions each day that influence to a large extent what we will become, both emotionally and physically. The holistic approach assumes that problems will be resolved most effectively when they are approached on several fronts simultaneously. Consequently, teachers need a diverse set of skills and understandings related to stress and burnout management. These skills and understandings can be defined and taught. Osipow (1979), in discussing a general orientation to the improvement of occupational mental health, suggests

Burnout · Feeling · Happiness · Mental health · Psychotherapist · Set (abstract data type · Stress (linguistics · Stressor · Well-being · Clinical Psychology · Computer Science · Health and Well-being Studies · Health, psychology, and well-being · Psychology · Resilience and Mental Health · Social Psychology

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