This research is based on a study done at Northern Caribbean University to investigate the relation between job satisfaction and job stress among teachers. According to French & Caplan (1972) job stress is as a result of a misfit between an individual and their environment.
Research topic: “An investigation into related job stress and job satisfaction”
Job Stress Among Teachers
Related job stress and job satisfaction have been a topic researched by several scholars and now by me. The issue of stress in the teaching profession as caused a serious concern for both faculty and administrators (Schuster, 1986). The increasing stress have been creating profound impact on female teachers (Lease, 1999), and new faculty members (Oslen, 1993). Researchers have been investigating the source of many of these stressors faced by teachers. The result of these findings have indicated that time pressure (Coombs, 1998), high self-expectations and job demands are a few of the sources of these stressors. The intensity of these stressors has hindered faculty members from effectively maximizing their objectives. The high level stress in the school system has been discovered to have serious health implications for faculty members (O’Connor, 2000). In addition the intensity of these stressors have influenced many teachers to quite their jobs or decreased their interest towards productivity (Barnes, 1998).
In June 2002 a report was released from the National Association of Secondary Schools Principles in the U.S that was truly startling. Their investigation was centered on the annual turnover of teachers. They concluded in their findings that there was an 11 percent of annual turnover for professions other than teaching; while a 15.7 percent annual t...
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...eachers”,Educational Research and Evaluation, Vol. 3, pp. 305-16.
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Yet, as a profession (and a society) maybe a little shock treatment now and then is good for us, especially if we ourselves work in relatively “safe” schools and communities. Maybe it’s time to remind ourselves that one school’s problem can become every school’s problem if the profession at large is not watchful and careful. No school is immune to the potential of extreme violence, as many of us, without meaning to, have learned. If you’re a long-time, veteran English teacher, you may never have thought you’d see the day when an issue of English Journal would be devoted to school violence. The idea never occurred to me, either. But here we are, and here that issue is. And, what’s more, it’s high time. While none of us needs convincing that the violence problem is serious in a great many places, some of the statistics are sobering.
It seems to go hand in hand that while people are being convinced that school murders are occurring more frequently, various types of school violence also seem to be rising. This is once again a myth. The United States Departments of Education and Justice distributed a survey to students both in 1989 and 1995. It was reported that the students only felt a .1% increase in the total level of victimization (Kappeler, 188). As a matter of fact, only one in ten public schools report any sort of violence at all (Kappeler, 189).
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Ingersoll’s (2001) research, in which he examined the impact of workplace conditions on teacher migration and attrition, revealed retirement numbers could not account for the increase in demand for teachers (neither was it the student growth – find that reference). This increase in turnover, Ingersoll (2001) argued, was due to teachers’ “job dissatisfaction” (Ingersoll, 2001, p. 501) caused by building level working conditions. Ingersoll (2001) concluded from his study that an inadequate supply of teachers was not the culprit of teacher shortages; instead, an excess demand for teachers caused by school working conditions led to teacher shortages. Cameron and Lovett’s (2015) more recent study affirms the work of Ingersoll; they found the majority of teachers, 52 percent, migrated to new schools within the 3 previous years. Dissatisfaction with working conditions accounted for 33% of the migration (Cameron & Lovett, 2015). Notably, working conditions contributed to more turnover in schools than did students’ socioeconomic status (Cameron & Lovett, 2015). Luckily, with the exception of teacher salary, these conditions can be changed by building-level administrators. Salary
Whether an instructor is teaching in a primary, secondary or university level, he or she will in no doubt, experience some type of stress in their teaching career. It can be from the lack of respect in and out of the classroom, or the overwhelming workload and poor time management, or the shortage of resources available. Whatever the case, the instructor may breakdown into something called a burnout. According to Mearns and Cain (2003), a burnout is chronic stress from working with other individuals will have a bodily response of cynicism, emotional exhaustion, depression and so forth. Not only does the burnout have a negative affect on the teacher himself, but also it will ultimately affect the students in the classroom, who may be particularly unaware of their teacher’s circumstances. Although, not everyone will fall ill of a burnout while under a plethora of stress. There may be individuals, especially Type A behavior people, who will thrive under the stress and be unaffected by a burnout.
Stress by definition is an interaction between individuals and any source of demand (stressor) within their environment. Employment can be an exciting challenge for many individuals; it can also be a tremendous source of stress. (Long, Bonita C.) Stress in the work place can cause many individuals harm emotionally and physically. Several reasons for the intense amounts of stress are; too many demands from co-workers, supervisors constantly breathing down your back, elevated noise levels in the work place, lack of knowledge for a particular position, co-workers not upholding their responsibility to help with the task at hand, and favoritism. Lack of promotional opportunities at your place of employment, in spite of the fact that you go that extra mile will contribute to stress.
Violence has become the growing problem in the United States today. School violence is the se...
In the article “A Messy Business” by Joseph McDonald, describes the complexities and author’s personal experience and his perspective of teaching. McDonald believes no matter how skillful you are in teaching, there are always some external factors may affect you. When he first start teaching, he has to deal with all the ambiguity and uncertainty. However, after 10 years he has better connect with students and knows how to accommodate himself with kids. He thinks teaching is “not just being a teacher or being with kids.” He also thinks it is wrong to control kids. The author claims the phenomenon of teacher burnout is due to the teacher is overconfidence and they fail to recognize new problems. Therefore they are still using their past experience
According to data gathered by the National Center for Education Statistics in 2015, there are about 50.1 million public school students and 3.1 million teachers in the United States. When the number of teachers is not enough to meet the demand for teaching, the student/teacher ratio will raise. To the recruiting more effectively, we need to improve the training programs and the teachers ' rights. Moreover, we also have to enhance the quality of working environment together with the academic freedom for the teaching profession. In the early 19th century, the National Education Association introduced tenure. Before tenure, teachers could be fired for personal, religious, race, political reasons, or the
Violence in American schools has triggered debates on the root cause of student’s anger and aggressive behavior and proposed proactive solutions.
Around the nation, hundreds of schools are facing the common major issue of teacher shortages. The alarmingly low amount of teachers in the U.S. creates the debate of whether or not students are receiving a quality education. “‘It’s a crisis’ says Bill McDiarmed, dean of the University of North Carolina School of Education. ‘I don’t know who will be teaching kids in the future’” (DeNisco 1). Oklahoma has a plethora of teacher shortage areas, which could be part of the reason why Oklahoma is ranked 48th in National Education (Robson 1). Shortage areas in the sooner state range a large variety of subjects for the 2015-16 school year alone, including, but not limited to: art, elementary education, foreign language, math, music, physical education/health, science, social studies, and special education (Clement 125). Why do educators participate in early termination? How does the lack of teachers affect education quality? What is Oklahoma doing to recruit and replace empty positions? If Oklahoma does not fix its teacher shortage soon, education in the sooner state will continue to spiral downward into failure. This analysis of Oklahoma teacher shortages will evaluate the reasons teachers quit, the effect of their absence, and the various ways their positions are attempted to be filled.
President George Bush’s “No Child Left Behind Act” fails to focus on the recruitment and diversity within the profession. He sets a goal for the year 2005 for every classroom to have a quality teacher but no goal for retaining these teachers. The improvement of the profession requires a national step-by-step effort. The purpose of this paper was to gather and explore information on the teaching profession and with it explore the shortage within in order to educate and strike up reform. It is clear, that reform will require a lot of time and money. The end product however, will show success within the profession thereby equaling success in the classroom. Success comes when present in the classrooms are caring and committed teachers, all with the goal of education and diversity is among them. .
In recent years, the cliché image of a teacher has come under attach. Research has shown that teachers often work in an isolated setting in which they are considered experts in their specific area; however they often lack the support and equipment needed to do their jobs effectively. As a result, to the inadequate working environment new teachers often leave the profession within the first five years. These conditions often exist because the educational system fails to prepare our teachers with the proper tools and experience needed to do their job well (U.S. Department of Education, 2010).