Stress management to enhance teaching quality and teaching effectiveness
MetadataShow full item record
Stress is a well-established concept in the psychological literature, and teaching, in particular, is recognized as a highly stressful profession (Hartney, 2008). Recent research shows that teacher training does not typically include stress management (Harris, 2011) and, as a result, teachers often feel poorly prepared to respond appropriately to the stressors of the job (Kerr, Breen, Delaney, Kelly, & Miller, 2011). Teachers’ ability to manage professional stress impacts their teaching effectiveness and can lead to burnout, which in turn, impairs teacher effectiveness (Steinhardt, Jaggars, Faulk, & Gloria, 2011). Evidence indicates that poorer stress management results in lower quality teaching (Clunies-Ross, Little, & Kienhuis, 2008), and, in turn, that effective stress management leads to improved teaching competence (Jennings & Greenberg, 2009). Despite a promising growth in evidence-based professional development approaches, focused on both stress management for teachers and improvements in teaching quality by addressing the key sources of teacher stress, these approaches have yet to be brought together into a comprehensive framework. The objective of this chapter is to fill this identified gap in the literature, and to provide recommendations for specific, tailored, and context specific professional development activities devoted to stress management. The objectives of this chapter are: firstly, to review teacher-specific stressors, which impair teaching quality and effectiveness; secondly, to identify evidence-based professional development approaches to reduce teacher stress, improve teaching quality, and enhance teaching effectiveness; and thirdly, to provide a framework of professional development approaches that can be used proactively for teacher stress management, or that can address problems as they arise.
Showing items related by title, author, creator and subject.
In the inferno: Critical incident stress management programs in the fire service - what works & how do we know? Blaney, Leigh (Royal Roads University, 2003-04)The genesis of this study was an interest in the psychological support services provided to firefighters post-incident and disaster. Firefighters are considered to be at high risk of physical and psychological sequelae to ...
Hartney, Elizabeth (Healthcare Management Forum, 2018)The current healthcare system is often as highly stressful environment for patients, their families, and for the employees of the system. Health leaders also experience stress, which can have profound repercussions if not ...
The effects of provincial standardized testing on teaching grade 10 and 12 English curriculum in School District #71 Mills, Dwayne R. (Electronic version published by Vancouver Island University, 2010-07)In the modern educational era with an increase in external accountability and the residual effects of the industrial model of education, it is challenging for teachers to maintain a robust curriculum when the system asks ...