Teacher Stress

¶ … stress management course to prevent teacher distress by Saul Neves de Jesus and Joseph Conboy, questions teacher motivation, and states that the "abundance of teacher stress" seriously contributes to lack of motivation and teacher failure. The study examines specifically the idea of a "relational training stress management course" intended to reduce teacher stress. Among the topic covered included the ability of teachers to share their experiences with colleagues and identify specific stress factors whenever possible. According to the article, teacher motivation is critical to student motivation.

The literature view in the article supports the notion that teachers do present "lower levels of motivation and higher levels of stress" than those in other occupations. Also suggested is the idea that teacher motivation programs would benefit teacher's interest in educating as well as assist them in improving their own perceptions of self-competence and success. The methodology and technique in this article proved very effective, requiring teacher's to participate in a pilot program and subsequent survey evaluating the effectiveness of particular teacher participation programs.

This article points out the importance of motivation relevant to teacher success and motivation in higher education. Recent research supports this notion. Several documents support the notion that classroom motivation is contingent upon a teacher's ability to feel motivated and direct that feeling toward the classroom (Drillings & O'Neil Jr. 1994). Achievement related concerns can be adequately addressed by motivational factors (White, 1993, Drillings & O'Neil Jr. 1994). References Drillings, Michael; O'Neil Jr., Harold F. "Motivation: Theory and Research." Lawrence Erlbaum Associates, 1994. Dumas, Jean E.' Lorion, Raymond P.; Nuttin, Joseph.

"Motivation, Planning and Action: A Relational Theory of Behavior Dynamics." Larence Erlbaum Associates, Belgium: 1994. Fulton, Richard L.; Maddock, Richard C.