Teacher Stress: What it is and What to Do about it

1. Teacher Stress: What it is and What to Do about it

2. Introduction • Teacher demand; Novice teachers 1 2 • The Nature and signs of Stress • What it is: signs and kinds 3 • Personal stress • sources and survival strategies 4 • interpersonal stress • sources and survival strategies 5 • organizational stress • sources and survival strategies 6 • systemic stress • sources and survival strategies 7 Thriving: Professional Growth 2

3. Introduction IncreasedDemand for Teachers By 2010, 2 million teaching positions will need to be filled in schools across the nation due to: • Imminent retirement of the Baby Boomer generation • Increasing novice teacher attrition rates • Currently, almost 50% of novice teachers leave the profession within the first 5 years of entering the classroom 3

4. Why are Novice Teachers so stressed? In contrast to the procedures followed by novice professionals in other careers, novice teachers are expected to: • Have full classroom responsibility from day 1 • Assume similar teaching responsibilities and demands as more experienced colleagues As a result of such “sink or swim” situations, novice teachers frequently feel overwhelmed and stressed. 4

5. Reflection Disillusionment Rejuvenation Anticipation Anticipation Survival Phases of Teaching New Year Excitement, Anxiety, Romanticism Excitement, Idealism, Anxiety, Romanticism Consider Successes & Failures: Begin Planning for the Next Year Question Commitment and Competence, Low Morale Overwhelmed, Exhausted, Living Day-to-Day Coping Strategies to Prevent, Reduce, or Manage Problems 5

6. The Nature of Stress What is Stress? Stress is defined as a state of mental or emotional tension due to involvement in adverse and demanding circumstances. (Selye, 1975) 6

7. Kinds of Stress The well-being of a person is dependent upon the balance between positive and negative stress. • Eustress • “Positive Stress” • Elicited when one views • the work to be done • as achievable. • Gives one drive, energy • and enthusiasm. • Acts as a motivator. • Increases the ability to • be successful if one has • the means and time to • contribute to the work. • Distress • “Negative Stress” • Occurs when there is an • imbalance between • what is realistic and • what needs to be done. • Can adversely impact • a person’s mental and • physical welfare. • Keeps one in a state • of “fight or flight” far • longer than is healthy. 7

8. Signs of Distress • Difficulty • in • swallowing • Excessive • fatigue • Chest • tension Physiological signs of stress are characterized by a “fight or flight” response. • Sadness • And • Crying • Dilation • of pupils Physiological Signs of Stress • Difficulty • sleeping • Changes in • eating habits • Increases in • Smoking, • Drinking or • Drug Abuse • Rapid • heart • palpitations • Excessive • perspiration • Increase in • blood • pressure 8

9. Counter Behavior Overt Behavior Dysfunctional Behavior The Alteration of Behavior due to Stress • Impaired functioning in skill performance • Distorted perceptions of situations. • Heightened anxiety & nervousness • Difficulty concentrating • & making decisions • Excessive • self-criticism • Defensiveness • Crankiness • Irritability • Angry interactions with others • Withdrawal from friends, family, colleagues • Heightened sensitivity • Excessive activity or a desire for inactivity. • Distorted perceptions of situations • Distorted facial expressions like tics or twitches • Consistent skin flushing or blushing. 9

10. Sources of Stress Personal Governmental Sources of job-related stress for teachers originate from several levels: State, Interpersonal Educational Agency District, School Environment, Colleagues, Parents, Organizational Self Students, Systemic 10

11. Self- punishment Unrealistic Expectations Meaningless- ness Powerless- ness Isolation Alienation Self- estrangement Personal • Involves psychological or emotional self concerns related to a teacher’s self-esteem, personal goals, changing values, social needs, and personal competence and abilities. • Prevalent personal risks • Other prevalent personal risks: • Personal/Career-based unfulfillment • Inadequate practical preparation • Developing personal/emotional student attachments • Personal time management issues • These items may lead to low self-esteem, low morale, and a lack of personal competence. 11

12. Personal: Survival Strategies Physical Health Practices Emotional Health Practices Psychological Health Practices • Monitor your spiritual wellbeing • Be emotionally aware • Relaxation techniques • Find humor in situations • Use affirmations • Seek counseling • Get enough rest and sleep • Monitor nutrition • Exercise • Look after your voice • Allow yourself leisure time • Pace yourself • Recognize your accomplish-ments • Take things less seriously • Identify negative behaviors • Desensitization 12

13. Maintaining positive relationships Principal’s administrative style Conflicting Teacher-parent expectations Lack of administrative support Lack of colleague support Student indiscipline and conflict Managing student misbehavior Interpersonal • Stems from the pressure and expectations to build and maintain good working and personal relationships with students, parents, colleagues, supervisors, and family. • Prevalent interpersonal risks • Other prevalent interpersonal risks: • Parents’ expectations of teachers’ role and involvement with students • Miscommunication of novice teacher’s needs and expectation • Avoiding the development of personal/emotional student attachments • Balance between family and work • These items may lead to feelings of loneliness, frustration, isolation and alienation which add to increasing stress levels. 13

14. Interpersonal: Survival Strategies • Portray yourself in the best light • - Be friendly & make others feel important • - Take time to listen with care • - Give credit when due • Be assertive, not aggressive • - Openly express opinions & discuss issues and problems • - Know when to say no • - Monitor body language, facial expressions, and voice intonation • Give & receive feedback • Self-modify behavior • - Identify, count, and change behaviors AVOIDING CONFLICT • Aim for a win-win solution • State the situation from your perspective, but not as the indisputable truth • Give your reasons for wanting consensus • Offer possible solutions • Be wary of: know-it-alls, moaners, procrastinators, bullies, the quiet ones, killjoys. COPING WITH CONFLICT 14

15. Designated work load School demography and organization Locus of Control Conflicting principal-teacher expectations Lack of administrative support Maintaining accountability in the classroom Administrative - based paperwork Organizational • Involves stress related to and derived from the school environment, the administration, and other organizational-level elements which largely and directly affect teachers and their instruction. • Prevalent organizational risks • Other prevalent organizational risks: • Excessive workload due to job enrichment or expansion • Teaching and home-life conflict due to having to take work home to complete • Inadequate physical working environment • Time management dilemmas • These elements are largely out of teachers’ control and work to increase feelings of powerlessness and frustration. 15

16. Organizational: Survival Strategies • Before • School • Starts • The First • Days Of • School • During • School 16

17. Organizational: Survival Strategies 17

18. Organizational: Survival Strategies 17

19. Organizational: Survival Strategies Administration Environment • Use the “little and often” approach to tackle administrative tasks. • Pace yourself through times that you know will be busy. • Offer to help colleagues out – the favor will be returned. Skill Usage • Maximize the potential of your work and classroom area. • Keep a plant or flower in the room and have students care for it. • Keep walls and displays cared for and up-to-date. • Don’t clutter wall space • Voice concerns • Try to switch responsibilities. • Be clear that you don’t want to reduce your • tasks, only pursue better-suited ones. • Be honest with what you can offer to your school. • During • School 19

20. Self-doubt Pressure to achieve standards. Self- criticism Compliance with standards and requirements Job expansion and enrichment Benefits and salaries based on state funding Accountability and inspection Systemic • The repercussions and impacts of factors from the systemic level have influential effects on educational institutions and can critically undermine the efforts of teachers and their professional self-esteem. • Prevalent systemic risks • Other prevalent systemic risks: • Misinformed public perception of the teaching profession • A lack of understanding of the teaching profession and elements that the job entails. 20

21. Systemic: Survival Strategies • Develop the attitude that you will work as effectively and efficiently as you can. • Try to balance work, eating times, relaxation, exercise, and sleep. Without this balance, long-term productivity will cease. • Identify the autonomy that you DO have in your work. • Identify if the school management likes to empower teachers. • Discuss frustrations with a manager to resolve concerns. Workload Locus of Control Systemic-based Stress Accountability Powerlessness • During inspection times: • Keep blood-sugar levels stable • Talk to colleagues about their experiences • Utilize your school’s support systems. • Do not attach yourself to the outcome • Ensure your voice is heard to reduce such feelings. • Become involved in decision-making processes. • Keep records of decisions that have adverse effects on you and make suggestions on how to improve situations. 21

22. Thriving: Professional Growth Your Career Development • Trust your instinct in career path decisions • Aim to work on both expanding previous and developing new skills. • Research methods of funding available to teachers • Think about who would you want as a professional mentor. • Make short, medium, and long term career goals with your values, goals and capability in mind. • Remember that a simple change in any aspect of your work can revitalize you. • Be flexible when dealing with the unexpected • Do not attempt perfection • Reflect on learning and change • Be open to and work toward professional development • Seek out positive learning potential in all aspects of life • Never compromise your work-life balance • Seek out learning opportunities and collaborate with colleagues whenever possible • Click to add text • Add text 1 • Add text 2 • Add text 3 • Add text 4 • Add text 5 Professional Mindset Career Planning Opportunities for Development 22

23. Opportunities for Development Individual Interviews Self-directed study Teacher placements Job Shadowing Nurse Peer Networks Personal Reflection Membership to a professional learning team Learning via information technology Giving/receiving job coaching, mentoring or tutoring Nurse Direct Observation Collaborative Learning Action Research Experimental “assignments” 23

24. Ann G. Bessell, Joyce Corces, Marilyn Neff, & Sabrina Sembiante Special thanks to Samantha Dietz & Richard