Abstract:
This paper looks at the relationship between occupational stress factors and professional self-esteem among teachers and administrators associated with the introduction of the Technological and Applied Studies Key Learning Area (TAS KLA) in New South Wales. The project extends the results of earlier studies (Kaldas et al., 1990; Roe & Gray, 1991) to aspects of research by McDonald and Gibson (1993).
Roy and Gray's Teachers' professional self-esteem in the light of occupational stress factors identified the relative strength of occupational stress factors related with teacher professional self- esteem. McDonald and Gibson investigated the effect of organisation and curricular restructuring associated with introducing the TAS KLA in metropolitan and country schools. They reported increased stress linked with resources, workloads, time management, staff development, and the need for support from school administrators for the new curriculum requirement in TAS. There was less confidence among country teachers.
Results of this study will augment the findings of McDonald and Gibson's study and indicate concerns for administrators and teacher educators. Teachers and head teachers in the areas of TAS, Home Economics and Industrial Arts in government and non-government school in New South Wales were randomly selected from metropolitan and country areas.
The following areas were probed: the discrepancies between new occupational demands and teachers' capacities, teachers' perceptions of professional competence and self-esteem, the influence of sex, status, tenure, age, career progression, salaries, status tenure, location and school system, and academic leadership, budget, human and curriculum resources and parent and community liaison.
Roy and Gray's Teachers' professional self-esteem in the light of occupational stress factors identified the relative strength of occupational stress factors related with teacher professional self- esteem. McDonald and Gibson investigated the effect of organisation and curricular restructuring associated with introducing the TAS KLA in metropolitan and country schools. They reported increased stress linked with resources, workloads, time management, staff development, and the need for support from school administrators for the new curriculum requirement in TAS. There was less confidence among country teachers.
Results of this study will augment the findings of McDonald and Gibson's study and indicate concerns for administrators and teacher educators. Teachers and head teachers in the areas of TAS, Home Economics and Industrial Arts in government and non-government school in New South Wales were randomly selected from metropolitan and country areas.
The following areas were probed: the discrepancies between new occupational demands and teachers' capacities, teachers' perceptions of professional competence and self-esteem, the influence of sex, status, tenure, age, career progression, salaries, status tenure, location and school system, and academic leadership, budget, human and curriculum resources and parent and community liaison.