Teacher stress research
Problems and Progress
Bibliographic Data
| ID | 5266337 |
|---|---|
| Authors | R T Pithers (University of Technology Sydney, corresponding author) |
| Year | 1995 |
| Volume | 65 |
| Issue | 4 |
| Pages | 387-392 |
| Publication date | 1995-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/j.2044-8279.1995.tb01160.x |
| PMID | 8580045 |
| OpenAlex | W2002668649 |
| Language | EN |
| Citations received | 11 |
There is a reasonably large body of published research evidence available which indicates that teaching is a 'highly' or 'extremely highly' stressful occupation for up to one-third of its professionals. Generalisations such as this one, however, are wrought with problems. These problems, for instance, range from confusion about the definition of stress through to how it is to be measured. They include methodological problems inherent in some of the research used to examine the area of teacher stress and as well include, for example, confusion about the effect of mediating variables in the production of stress and strain. This paper examines some of the more important pervasive research problems in current research on teacher stress and makes some suggestions for research progress
Cognitive psychology · Confusion · Linguistics · Mathematics education · Psychoanalysis · Stress (linguistics) · Applied Psychology · Psychology · Social Psychology · Teacher Education and Leadership Studies · Teacher Professional Development and Motivation
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Factors affecting job satisfaction of Turkish special education professionals
Do teachers have worse mental health? Review of the existing comparative research and results from the Belgian Health Interview Survey
Job stressors, personality and burnout in primary school teachers
Stress ocupacional e alteração do Estatuto da Carreira Docente português
(Dys)functional Cognitive-Behavioral Coping Strategies of Teachers to Cope with Stress, Anxiety, and Depression
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,46 |
| Citation span | 2002 - 2022 (21) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 10 |