Administrative supports that reduce teacher stress

Abstract

Teacher stress and administrative supports that reduce that stress were investigated using a mixed methods exploratory approach in the Southern Gulf Islands of British Columbia. An online survey instrument was used to collect the data from participating volunteer teachers. 115 teachers in the district were invited to complete an on-line survey, which collected both quantitative and qualitative data. 65 participants completed the survey, representing 57% of the population in the district. A literature review took place examining relevant and current North American and British Columbia research around both teacher stress and effective leadership supports. A survey was then generated and distributed. The survey consisted of likert style questions around teacher stress factors and the importance of various administrative supports that reduce teacher stress. An open-ended qualitative style question followed. Data were then analyzed to discover the most significant stressors and the most valued administrative supports as perceived by participants both qualitatively and quantitatively. Results indicated that the top three stress factors were: class size and composition, lack of human resources and time demands. The administrative supports most desired that would reduce teacher stress were: communication, compassion and empowering staff. Recommendations to the school district and its administration team were given.