Teacher Stress: Cognitive Implications for Teacher "Burnout"

Year: 1995

Author: Monfries, Melissa

Type of paper: Abstract refereed

The aim of the present research was to examine the relationship of teacher stress and satisfaction to self evaluation measures (i.e. self discrepancies, public and private self consciousness, fear of negative evaluation, and state and trait anxiety). In addition a comparison of stress levels and self evaluation scores were compared for two demographically different state high schools (an ACT school and a NSW school).

Forty nine teachers from the two schools completed Teacher stress and satisfaction Questionnaires; and Self-evaluation questionnaires.

Preliminary analyses reveal that the teachers from the NSW school were experiencing higher levels of stress than has been reported for non-clinical samples and experience greater levels of stress than their ACT counterparts. In addition, some interesting relationships among teacher satisfaction and stress and self evaluation measures were found.

These results are discussed with reference to the anxiety literature and the potentially useful interventions which may be useful in ameliorating the present high "burn-out " and resignation rates for teachers. The specific foci of these interpretations are on the cognitive aspects of teacher anxiety.