STRESS

1. STRESS

2. Organizational performance measures include organizational productivity and organizational effectiveness. • Leaders should encourage high performance work practices that lead to both high individual and organizational performance. • Examples of these high practices are: • self- directed work teams • Job rotations • High levels of training skills • Problem solving groups • Quality management procedures and processes • Encouraging innovative and creative teacher behaviors • Teacher involvement and training • Implementation of teacher suggestions • Coaching and mentoring • Information sharing • In other words, school effectiveness is a measure of how well a school is achieving its’ goal. One reason for ineffectiveness of schools is that they are managed with the wrong theory in mind ( Weick, 1982) INTRODUCTION

3. Stress is a taste of tension experienced by teachers facing extraordinary demands, constraints or opportunities. Teachers who perceive a good fit between job requirements and personal skills seems to have a higher tolerance for stress than teachers who feel less competent as a result of a person- job mismatch. Two types of stress faced by teachers are constructive and destructive stress. Constructive stress has a positive impact on both teachers’ attitude and performance. It occurs at moderate stress levels by prompting increased work efforts, stimulating creativity, and encouraging greater diligence. Destructive stress or distress has a negative impact on both teachers’ attitude and performance. If teachers face too much stress, the job burnout will happen. Even teacher is ‘burned out’ if he or she fells exhausted emotionally and physically, and thus unable to deal positively with work responsibilities and opportunities. The positive and negative effects of stress are most apparent in the relationship between stress and performance. The following figure depicts the general stress- performance relationship. At low levels of stress, employees may not be sufficiently alert, challenged or involved to perform at their best. As the curve indicates, increasing a low amount of stress may improve performance, but only up to a point. An optimal level of stress probably exists for most tasks. Beyond that point, performance begins to decline as illustrated below ( Dunham 1992) Teacher stress and performance: how school leaders can help?

4. Relationship Between Stress And Performance

5. Common Sources And Suggested Causes Of Teachers’ Stress

7. Physical symptoms: • Changes in metabolism • Increase in heart beat and breathing rates • Raised blood pressure • Headaches • Potential of heart attack and etc Psychological symptoms: • Job related • Tension • Anxiety • Instability • Boredom Behavioral symptoms: • Changes in productivity • Absenteeism • Job turnover • Changes in eating habits • Sleep disorder and etc What Are The Symptoms Of Teachers’ Stress?