Stress Management Strategies for Educators: A Review

Introduction

Stress, strain, and anxiety are undeniably common in the working environment, and those striving for excellence are often the most affected. Among all professions, teaching has been shown to be particularly susceptible to this problem. Numerous scholarly studies have demonstrated that educators are highly prone to occupational stress and have identified several factors directly responsible for its prevalence among teachers. This paper attempts to construct a productive stress management plan for educators by examining the various factors that have been shown to influence stress in the teaching profession.

Review of Related Literature

Stress can be defined as "a complex, dynamic process of interaction between a person and his or her life. It is the way we react physically, mentally, and emotionally to the various conditions, changes, and demands of life" (Christopher Hess, 2004). Numerous scholarly studies have developed theoretical models to better understand occupational stress, which is rapidly becoming a major issue in the workplace, particularly in teaching.

One influential developmental model was presented by Fuller (1969), who believed that stress on teachers follows a developmental process. In the initial stage, stress is largely confined to understanding student behavior and establishing classroom authority. Over time, however, the sphere of stress broadens considerably: alongside classroom management concerns, teachers begin to focus more intensely on their instructional methods and on judgments related to the intellectual and moral growth of their students.

Another significant model was developed by Long and Duffner (1980), who proposed an interrelated environmental model of student discord. Their research demonstrated that student behavior and attitude constitute the primary source of stress for educators. Specifically, pupil behavior in the classroom generates intense emotional and arousing reactions from teachers, which develop into rapid sequences of interpersonal conflict — and these conflicts, in turn, produce substantial stress.

It is also worth noting that many idealistic teachers enter the profession with extremely high expectations of their professional environment. When these expectations prove unrealistic and teachers recognize that they have overestimated the productivity of the educational environment, they develop symptoms of emotional and psychological stress that can sometimes become chronic. These observations were presented by Zabel et al. (1984) in their extensive study developing an interactive model of stress symptoms among educators.

Social psychological research also offers valuable insight into teacher stress. A study by Bandura (1977a, 1977b) examined stress and burnout and concluded that poor understanding of the environment and unmet expectations significantly increase stress while reducing institutional productivity. One can therefore deduce that when educational institutions set high performance standards without providing adequate resources, teachers begin to doubt the future — doubts that frequently lead to stress and anxiety and, ultimately, to diminished organizational commitment.

The shared value of these studies by Fuller (1969), Bandura (1977a, 1977b), Long and Duffner (1980), and Zabel et al. (1984) is readily apparent. It is worth noting that more recent research on the subject has added relatively little beyond new settings and procedures; the conclusions of modern studies largely confirm those above. Accordingly, the symptoms of stress among teachers can be traced to four primary sources: the educational environment itself; teachers' unrealistic professional expectations; the unhelpful attitudes of colleagues in educational settings; and the behavior and attitudes of students. All of these factors directly influence both the performance and the well-being of teachers.

While these models have been extremely useful in building a comprehensive understanding of teacher stress, none of them offers a model for stress management to help teachers cope with this growing threat. It is therefore imperative that a practical stress management plan be developed so that teachers can serve their institutions with full commitment and help build a better society.

Conclusion

Brownell and Smith (1993) propose another useful strategy in which senior teachers act as mentors for new teachers, offering instruction and guidance during stressful periods. Several researchers have also criticized educational administrations for their insufficient support of teachers (Fimian, 1986a; Billingsley & Cross, 1991; Brownell & Smith, 1992). These findings demonstrate that administrative support is critically important for reducing stress and increasing productivity. The level of support provided by the administration appears to be directly proportional to teacher performance, particularly among new teachers. Furthermore, the research indicates that inadequate administrative support is among the primary factors driving teachers to leave the profession; it is therefore essential that educational administrators provide their full support and assist teachers in managing stress effectively.

Platt and Olson (1990) emphasize the importance of identifying stress symptoms and incorporating stress awareness into teacher education programs. They propose that such programs can help prospective teachers reduce the amount of stress they experience and prepare them to respond more effectively to unforeseen circumstances. Exposing pre-service teachers to the genuine challenges of the profession can help them respond to stressful situations in a measured and appropriate way.

Other researchers have similarly advocated for proactive stress management approaches (Cooley & Yovanoff, 1996; Fimian & Blanton, 1986; Partin & Gargiulo, 1980). These scholars emphasize the importance of educating teachers so they can manage stress in its early stages, rather than allowing difficult situations to escalate into chronic stressors.

The problem of stress facing educators has proven to be extremely complex and dynamic. No single, straightforward solution exists for teachers to cope with stress. Rather, a coordinated effort is required from all stakeholders to reduce the serious impact of stress on the vital processes of teaching and learning. Stress can be understood as a condition directly responsible for diminished teacher performance and reduced commitment, regardless of a teacher's subject-matter preparation and genuine desire to teach (Joseph Labeau, 2003).

At the same time, it is worth acknowledging that occupational stress is prevalent across all professional fields and all stages of professional development. The work environment itself is a primary driver of stress. Consequently, the most viable solution is for all individuals connected to the work environment to support one another in becoming more productive and effective — and in doing so, to collectively reduce the burden of occupational burnout (Yvonne Robert, 1993).

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Brownell, M., & Smith, S. (1993). Understanding special education teacher attrition: A conceptual model and implications for teacher educators. Teacher Education and Special Education, 16, 270–282. Taken from: Lech Wisniewski; Richard M. Gargiulo. Occupational stress and burnout among special educators: a review of the literature. Journal of Special Education. 10/15/1997.

Brownell, M., & Smith, S. (1992). Attrition/retention of special education teachers: Critique of current research and recommendations for retention efforts. Teacher Education and Special Education, 15, 229–248. Taken from: Lech Wisniewski; Richard M. Gargiulo. Occupational stress and burnout among special educators: a review of the literature. Journal of Special Education. 10/15/1997.

Billingsley, B. S., & Cross, L. (1991). Teachers' decisions to transfer from special to general education. The Journal of Special Education, 24, 496–511. Taken from: Lech Wisniewski; Richard M. Gargiulo. Occupational stress and burnout among special educators: a review of the literature. Journal of Special Education. 10/15/1997.

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Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207–226. Taken from: Lech Wisniewski; Richard M. Gargiulo. Occupational stress and burnout among special educators: a review of the literature. Journal of Special Education. 10/15/1997.

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