Avoiding "Burnout" and "Rustout": A Personal Construct Study of Teacher Stress

Year: 1986

Author: Diamond, Dr. C.T. Patrick

Type of paper: Abstract refereed

Stress was conceptualised in terms of teachers' perceptions of their ability to cope with problem situations, given different degrees of support which were seen in terms of allocation of dependencies. Pre- and post- intervention questionnaires and FOCUS-ed (or cluster analysed) Dependency mode grids were used to monitor the effects of both revealing and manipulating dependencies and resources on Ii teachers' levels of stress. Using this idiographic approach, stress was reduced for the distressed group, maintained for the moderately stressed and increased for the unstressed. Teachers perhaps need to emphasise coping rather than not coping and to develop networks of support.