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Teacher Stress and Coping Strategies: A National Snapshot Jan Richards a
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Teacher Education, National University, Ontario, California, USA
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The Educational Forum, 76: 299–316, 2012 Copyright © Kappa Delta Pi ISSN: 0013-1725 print/1938-8098 online DOI: 10.1080/00131725.2012.682837
Teacher Stress and Coping Strategies: A National Snapshot
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Jan Richards Teacher Education, National University, Ontario, California, USA
Abstract This national survey of 1,201 kindergarten through Grade-12 U.S. teachers focused on three related areas: (1) sources of teacher stress, (2) manifestations of stress, and (3) suggested coping strategies. The survey instrument was adapted from the Teacher Stress Inventory and the Coping Scale for Adults. Results indicated that teachers nationwide are highly stressed, with California teachers at the top of the list. Differences in reported stress by socioeconomic class and suggested coping strategies are also discussed. Key words: coping strategies, elementary education, junior high/middle school education, secondary education, teacher burnout, teacher stress. I have never been more stressed and may leave the profession. I LOVE teaching, but I am no longer free to teach the way I know works. … My students and those around me see a giant smile and a can-do attitude. Privately, I am struggling … . (Study participant comment). When teachers first enter the profession, they express idealism and enthusiasm for their new adventure. They want to make a difference in students’ lives and in society and to feel that their own lives have purpose. Currently, however, in addition to the much discussed challenges of accountability, lack of administrative or parental support, and lack of time to feel adequately prepared, schools and teachers now are also dealing with severe cutbacks in resources, overloaded classrooms, and pay cuts or furloughs. In California, “Governor Arnold Schwarzenegger and legislators said they had no choice but to cut billions from primary, secondary, and higher education to close enormous deficits” (Rivera, Santa Cruz, and Gordon 2010, 1). Nationally, education challenges are equally distressing as school budgets are being cut to the Address correspondence to Jan Richards, Teacher Education, National University, 3800 Concours, Ontario, CA 91764, USA. E-mail:
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bone and thousands of teachers are receiving layoff notices (Potter 2010, 1). The student performance expectations have increased, but the support and resources to support that goal have been reduced. The levels of stress for teachers across America have escalated. This study was prompted by a deep concern for the stress levels of teachers, as well as by an interest in the successful coping strategies teachers use. As discussed more fully later, the conditions that cause teachers enormous stress are largely beyond their power to control. One cannot alter a state’s financial realities, decide how many more students will be added to a classroom, or choose whether to participate in mandated district or state testing. The only true power stressed teachers have is their choice of coping strategies as suggested by teachers who are managing to cope and even thrive in these challenging times. Johnson et al. (2009) in Education Week promoted the Public Agenda’s (publicagenda. org) most current research on how to support teachers that also indicated levels of reported stress. A cluster analysis of the survey results suggested three groups of teachers: the “disheartened,” the “contented,” and the “idealists.” Results indicated that 40 percent of kindergarten through Grade-12 (K–12) teachers are in the disheartened group (Johnson et al. 2009). When nearly one-half of classroom teachers are disheartened about their efficacy in making a difference, concerned educators and policymakers need to find out why— and how this disturbing reality can be improved. It may be that the contented teachers surveyed have mastered coping strategies that the disheartened teachers have not. This study is focused on three concerns: (1) the sources of teacher stress, (2) the manifestations of that stress, and (3) the coping strategies teachers are using most often. To gather teacher perceptions on these issues, a survey was created and made available to teachers nationwide.
Survey Instrument The survey questions that pertain to the causes and manifestations of teacher stress were adapted from the Teacher Stress Inventory (TSI; Fimian 1984; Fimian and Fasteneau 1990), which has been found to measure teacher stress levels validly and reliably. Like the survey instrument used in this study, the TSI is composed of a Likert-type scale that asks teachers to rate the perceived degree of an item on their overall stress level. The survey questions pertaining to coping strategies were adapted from the Coping Scale for Adults (CSA; Fredenberg and Lewis 2000). Fredenberg and Lewis’s consideration of five studies using the CSA concluded that more positive outcomes were connected to “productive” coping strategies. Knowing what those productive coping strategies are may empower teachers. Other researchers interested in coping skills refer to “problem-focused strategies” (that address the sources of stress) and “emotion-focused coping strategies” (that deal with emotional discomfort; Trenberth, Dewe, and Walkey 1996). This survey was composed of eight demographic questions (state, grade taught, age, years of teaching, gender, ethnicity, ethnicity of students in school, and socioeconomic status [SES]of school: low, medium, and high), followed by 40 statements requiring a Likert-style response ranging from 1 (seldom to never) to 5 (often or always). These questions covered the following domains:
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Teacher Stress and Coping Strategies • Sources of stress questions (16): These questions dealt with time management, work-related issues, professional stress, and student discipline/motivation. • Manifestations of stress questions (10): These questions asked about the emotional and physical reactions to stress. • Coping behavior to stress questions (14): These questions described both positive and negative coping behaviors. • In addition, the last question offered participants an opportunity to add a comment. The survey is included at the end of this article in the Appendix.
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Data Collection and Analysis Participating in the survey were 1,201 K–12 teachers nationwide, 742 of whom were teaching in California. The teachers across various states were accessed from the databases of two universities whose master’s programs in education are offered online, with participating teachers sharing the survey with other teachers in their schools. In addition, Edjoin.org, a job-search site for California educators, graciously placed the link to the survey on its Web site, resulting in responses from hundreds of California teachers. The survey was conducted through the online tool, SurveyMonkey™ during September and October 2009.
Results Nationwide, about one-half of the participants were K–5 teachers, and one-half were Grades 6 through 12 teachers. Ninety percent of the participants reported teaching in public school settings. The others taught in private or charter schools or alternative settings. Their ages ranged as follows: 18 percent were under 30, 35 percent were 31 to 40, 26 percent were 41 to 50, and 22 percent were over 50. Females made up 83 percent of those surveyed. Males made up 17 percent. Teachers self-reported their ethnicity as seven percent African American, 45 percent Hispanic/Latino, four percent Asian, and 43 percent White. Looking at the demographic results for California teachers in comparison to teachers in other states (as a group) is enlightening. For example, 37 percent of these California teachers described their school as “low” (most students are on free lunch), compared with 19 percent of teachers from other states. The impact of this socioeconomic factor is addressed later in this article. Sources of Stress The top five sources of stress for teachers nationwide (and for California teachers by comparison) are as follows. The average (mean) is based on the five-point response scale (see Table 1). Comments like the following from the survey participants concur with these findings: A lot of what is being dictated to teachers sounds good on paper, but in reality doesn’t work. And, yet despite our arguments we ARE required to do them. We are not The Educational Forum • Volume 76 • 2012 • 301
Richards Table 1. Top Five Sources of Stress Among Teachers California Teachers
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Source of Stress
Non-California Teachers M
Source of Stress
M
Teaching needy students without enough support is stressful.
4.21
I feel over committed at work with too many duties and responsibilities. I often take work home.
3.95
I feel over committed at work, with too many duties and responsibilities. I often take work home.
4.07
Teaching needy students without enough support is stressful.
3.86
I feel a lack of control over school decisions that affect me and my students.
3.92
I have little time to relax.
3.84
Teaching students who do not seem motivated to learn is stressful.
3.90
Teaching students who do not seem motivated to learn is stressful.
3.83
Feeling the constant pressure of being “accountable” is stressful.
3.89
Feeling the constant pressure of being “accountable” is stressful.
3.74
heard any longer. How we feel about education doesn’t matter. … I feel like I shovel the curriculum down student’s throats, instead of acting as a facilitator in their learning. My body is giving out before my mind. I have no life other than teaching. Every night, every weekend I’m grading, planning, communicating with parents. I’m never caught up. I miss having a life. There is a statistically significant difference (.05) between the reported level of stress of California teachers and of non-California teachers on 11 out of 16 survey questions (see Table 2). California respondents have a higher rating compared to non-California respondents on all of the questions. These results paint a picture of teachers who are exhausting themselves in their quest to motivate students and meet their needs. Finding time to balance the stresses of their jobs with time for family, friends, and relaxing activities appears to be an ongoing challenge. Manifestations of Stress The top five manifestations of stress for teachers nationwide (and for California teachers by comparison) are as follows. The average (mean) is based on the five-point response scale (see Table 3). Comments like the following from the survey participants frequently occurred: After 5 years of teaching I went to a therapist to help me cope with my feelings of inadequacy and inability to “get it all done.” As a National Board Certified Teacher, Teacher of the Year, and Master Teacher in [my state], I feel like an inadequate teacher who cannot control and teach her 25 students every day. I’m exhausted at the end of each and every day and often feel very defeated.
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Teacher Stress and Coping Strategies Table 2. Sources of Stress Comparisons Source of Stress
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I don’t have enough time to prepare lessons.
California
Non-California
p
3.78
3.58
.005
The testing and pacing pressure is stressful for me.
3.79
3.52
.000
Class size is too large.
3.61
3.25
.000
Teaching needy students without enough support is stressful.
4.21
3.86
.000
I feel a lack of control over school decisions that affect me and my students.
3.92
3.59
.000
My personal opinion as a teacher does not count much.
3.60
3.19
.000
I do not feel respected by those outside my profession.
3.29
3.00
.001
Feeling the constant pressure of being “accountable” is stressful.
3.89
3.74
.022
I often feel isolated and do not feel “safe” to speak my mind with colleagues or administrators.
3.21
2.92
.000
Discipline/student behavior problems cause frustration daily.
3.49
3.07
.000
I don’t feel that I have the administrative support that I need.
3.22
2.75
.000
Table 3. Top Five Manifestations of Stress Among Teachers California Teachers Manifestations of Stress
Non-California Teachers M
Manifestations of Stress
M
I feel physically exhausted much of the time.
3.72
I feel physically exhausted much of the time.
3.65
I am not as idealistic and enthusiastic about teaching as I once was.
3.46
I am not as idealistic and enthusiastic about teaching as I once was.
3.02
I feel overwhelmed with what is expected of me as a teacher and have doubts about my ability to make a difference in students’ lives.
2.99
I feel overwhelmed with what is expected of me as a teacher and have doubts about my ability to make a difference in students’ lives.
2.88
Job stress has negatively affected personal relationships in my life.
2.85
I suffer from frequent headaches, stomach pains, and/or high blood pressure.
2.60
I worry a lot about my job security.
2.81
Job stress has negatively affected personal relationships in my life.
2.44
I spend hours at home in the evenings trying to keep caught up. Sometimes I go in on weekends as well. By the time I am done with meetings, and calling parents and making copies, etc., I have little time left to get things graded or recorded, much less do any planning. I get to school before 7 am, and don’t leave until at least 4:30, sometimes later—and often take things home to finish—and I am an efficient, organized person. I’m tired.
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Richards I am currently suffering from Generalized Anxiety Disorder. I am in the process of figuring out what meds are best for me. I am more aware now than ever just how stressful my job is.
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For the manifestation of stress questions, there is a statistically significant difference (.05) between California teachers and non-California teachers on eight out of 10 responses (see Table 4). California respondents have a higher rating compared to non-California respondents on all of them. That teachers feel exhausted much of the time is understandable. Teaching is taxing work. Of great concern is the suggestion that teachers have lost much of their enthusiasm, idealism, and sense of efficacy (the belief that their efforts can make a difference in students’ lives). Also worrisome is the perception that job stress has negatively affected their personal relationships since strong relationships are a key component for coping with stress (Botwinik 2007). The intensity and manifestations of stress suggested in this study are worrisome for all teachers nationwide, but California teachers are of particular concern. Coping Strategies The top five coping strategies of teachers nationwide (and for California teachers by comparison) are as follows. The average (mean) is based on the five-point response scale (see Table 5). The same top five coping strategies were reported across both groups. For the coping strategy questions, there is a statistically significant difference (.05) between California teachers and non-California teachers on four out of 14 responses (see Table 6). Teachers who cope successfully with the stresses of teaching rely on strong relationships with supportive family and friends. They choose positive attitudes, as well as humor, to sustain themselves, and they manage to carve out time for solitude, reflection, and other beneficial activities like exercise or hobbies.
Table 4. Manifestations of Stress Comparisons Source of Stress
California
Non-California
p
I feel vulnerable, unable to cope, anxious, or depressed.
2.71
2.31
.000
I have insomnia because of school stress.
2.73
2.29
.000
I feel generally irritated and impatient with students.
2.48
2.28
.004
I find myself withdrawing from others.
2.44
2.13
.000
I worry a lot about my job security.
2.81
2.26
.000
Job stress has negatively affected personal relationships in my life.
2.85
2.44
.000
I am not as idealistic and enthusiastic about teaching as I once was.
3.46
3.02
.000
I suffer from frequent headaches, stomach pains, and/ or high blood pressure.
2.80
2.60
.036
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Teacher Stress and Coping Strategies Table 5. Top Five Coping Strategies Among Teachers
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California Teachers
Non-California Teachers
Manifestations of Stress
M
Manifestations of Stress
I have good friends and family who are there for me.
4.1
I have good friends and family who are there for me.
4.21
I have a good sense of humor that carries me through challenges.
3.78
I have a good sense of humor that carries me through challenges.
3.87
Times of solitude help me cope with stress at school.
3.50
Times of solitude help me cope with stress at school.
3.60
I see stress as a problem to be solved, and I believe that I can succeed.
3.49
I see stress as a problem to be solved, and I believe that I can succeed.
3.50
I tend to have a positive attitude no matter what is going on.
3.44
I tend to have a positive attitude no matter what is going on.
3.50
M
Table 6. Coping Strategy Comparisons Coping Strategy
California
Non-California
p
I take a day off when the stress really gets to me!
2.54
2.06
.000
I drink alcohol to feel calmer.
1.81
1.51
.000
I exercise at least 30 minutes a day (walking, biking, going to the gym, etc.).
2.77
2.49
.001
I seek social support when I feel particularly stressed with school issues.
3.30
3.15
.049
The least used coping strategies for all teachers were drinking alcohol, using prescription drugs, taking a day off, exercising, and procrastinating. Unrelenting levels of stress have not prompted teachers to take days off (because doing so might jeopardize student preparation for the next round of testing). While the indication that they do not appear to use alcohol or prescription drugs as a coping mechanism is encouraging, it is troubling that few find time for exercise since physical exercise has been found to be a powerful coping strategy for stress (Mayo Clinic Staff 2009). Socioeconomic Factors About 57 percent of participants nationwide described their schools as low SES (as measured by the number of students on free lunch); 60 percent of California participating teachers reported being in low SES schools, as compared to 50 percent of non-California teachers. Fewer California teachers also indicated that they teach in middle SES (“some students on free lunch”) to high SES (“few students on free lunch) schools than did teachers in other states (see Table 7). The burden of a community’s level of poverty is brought into its classrooms, and teachers may find themselves dealing with social issues beyond their teachers’ roles— problems like student hunger, gang violence, or drugs. They know that academic progress will likely suffer when a student’s basic needs are not met, and the constant awareness of The Educational Forum • Volume 76 • 2012 • 305
Richards Table 7. Comparisons of Schools by Socioeconomic Class Participant
n
Low SES Schools
Middle SES Schools
High SES Schools
California teacher participants
742
60%
29%
11%
Non-California teacher participants
458
50%
35%
14%
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these factors is woven into the fabric of their teaching day. As might be expected, teachers in low-wealth schools report higher levels of stress nationwide. On questions about the sources of stress, 11 out of 16 items are significant (.05 level) when comparing socioeconomic groups. On all 11, teachers in low SES schools rated stress levels significantly higher (.05) than did teachers of middle and high SES schools (see Table 8). When comparing SES and manifestations of stress, teachers in low SES schools also rated seven out of 10 manifestations of stress items significantly higher (.05) than did teachers of middle and high SES schools (see Table 9).
Discussion The most typical trigger to the stress response is the perception that ones’ coping resources are inadequate for handling life demands. According to current models of stress, we are constantly taking the measure of the daily demands we experience in life and comparing this to the resources we possess for dealing with them. If our resources
Table 8. Difference in Reported Sources of Stress by Socioeconomic Class Sources of Stress Questions
Low
Middle
High
I don’t have enough time to prepare lessons.
3.79
3.62
3.55
.026
The testing and pacing pressure is stressful for me.
3.82
3.56
3.37
.000
p
Dealing with parents is stressful.
3.06
3.29
3.35
.003
Teaching needy students without enough support is
4.15
4.12
3.66
.000
I feel a lack of control over school decisions that affect me and my students.
3.86
3.78
3.50
.004
My personal opinion as a teacher does not count much.
3.52
3.41
3.16
.014
Feeling the constant pressure of being “accountable” is stressful.
3.91
3.81
3.50
.001
I often feel isolated and do not feel “safe” to speak my mind with colleagues or administrators.
3.22
3.01
2.84
.003
Discipline/student behavior problems cause frustration daily.
3.51
3.21
2.81
.000
Teaching students who do not seem motivated to lean is stressful.
3.99
3.87
3.30
.000
I don’t feel that I have the administrative support that I need.
3.17
2.96
2.67
.000
stressful.
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Teacher Stress and Coping Strategies Table 9. Differences in Reported Manifestations of Stress by Socioeconomic Class
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Manifestations of Stress Questions
Low
Middle
High
p
I feel vulnerable, unable to cope, anxious, or depressed.
2.67
2.38
2.50
.004
I have insomnia because of school stress.
2.68
2.42
2.39
.004
I feel generally irritated and impatient with students.
2.49
2.30
2.22
.018
I find myself withdrawing from others.
2.42
2.19
2.18
.013
I feel overwhelmed with what is expected of me as a teacher and have no doubts about my ability to make a difference in student’s lives.
3.04
2.85
2.77
I worry a lot about my job security.
2.70
2.53
2.31
.009
I suffer from frequent headaches, stomach pains, and/ or high blood pressure.
2.82
2.64
2.49
.035
.035
appear equal to the demands, we view them as mere challenges. If, however, demands are viewed as exceeding our resources, they become stressors and trigger the stress response. (Wood and McCarthy 2002, 1) The results of this study suggest that teachers may be at the tipping point—not sure whether their “resources” are equal to the “demands.” If teachers experience stress over time and do not see any way out, they are candidates for burnout. Burnout has been described as a loss of idealism and enthusiasm (Matheny, Gfroerer, and Harris 2000). Maslach and Schaufeli (1993) describe burnout as having three manifestations: (1) depersonalization, (2) reduced personal accomplishment, and (3) emotional exhaustion. Burned-out teachers are apt to distance themselves from both students and other teachers, accomplish less, and feel emotionally empty and depressed. They no longer believe their efforts make a difference in the lives of their students. They have given up and feel powerless to change what is causing them distress. Hastings and Bham (2003) focus on student behavior as a predictor of teacher burnout. They considered “the potential role of psychological variables such as teacher self-efficacy and coping strategies in explaining how teacher well-being is affected by student behavior in the classroom” (Hastings and Bham 2003, c.f. Abstract). They mention that burnout can impact mental and physical health as well as affect relationships, and it is connected to feelings about professional accomplishment in one’s work. Comments from teachers in this study mirror such characteristics of burnout: It just isn’t fun any more. It is all about what the book says to teach and what the state standards demand, regardless of what the students need, are ready for, or are interested in. I am thinking about leaving after this, my 11th year of teaching, because I am expected to work miracles and I give up. I have a master’s degree in education. [What stresses me most is] administrators forever dumping more on our plate to do and wanting it done without support, time, materials. I don’t have strategies to cope. Most times I am just depressed, tired, and irritable. The Educational Forum • Volume 76 • 2012 • 307
Richards
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Suggestions for Successfully Coping With Stress Teachers cannot change the school, the poverty, the principal’s level of support, the number of students in the classroom, or the availability of materials. The only power teachers may have is the determination to improve and practice effective coping strategies proven helpful by teachers who have shared their successful approaches. One researcher (Botwinik 2007) asked teachers, who had successfully taught in challenging schools for more than 20 years, about their secrets for coping with stress. Their secrets/strategies make up many of the following suggestions. The quotations included are from participant comments in this study: 1. Make time for yourself: This is not a selfish goal. Psychologists tell us that we all need times of personal renewal to sustain our emotional health. One of the teachers in Botwinik’s (2007, 271) study advised the following: “When you leave school, focus on the rest of your life and make time for your family. Involve yourself in hobbies and organizational or volunteer work. … Consider taking a mental health day and do something special for yourself on that day.” Teachers in this study who are successfully coping with stress offered the following suggestions: I think taking time for myself and sometimes making that a priority over everything is important. I can’t be all things to anybody and don’t try to. I cope by spending time with friends, catching up on sleep, drinking caffeine, and taking days off when needed. Massage seems to be the best stress reliever. I am taking an art therapy class that seems to be helping. 2. Make time for exercise: Physical activity helps relieve stress. “Any form of exercise can decrease the production of stress hormones and counteract your body’s natural stress responses” (Mayo Clinic Staff 2009, 1). Exercise not only increases overall health and sense of well-being, but it can directly reduce stress by (1) increasing the production of endorphins (the brain’s “feel good” neurotransmitters), (2) encouraging focus on physical movement, which lowers tension and aids calmness and mental clarity, and (3) improving the mood and lowering the symptoms associated with mild depression and anxiety (Mayo Clinic Staff 2009). The American Council on Exercise agrees, suggesting three beneficial forms of exercise: (1) aerobic activity, such as walking 20 minutes daily, (2) yoga and similar activities to help calm and relax the mind, and (3) recreational sports, such as tennis or racquetball. In a recent ABC News special report, Dr. Charles Raison (2008a) posited that a regular exercise program is the best thing one can do to enhance physical and mental health. He added: “People that exercise regularly tend to have less of a stress reaction to everything else in their life” (para. 4). Research studies agree, suggesting that people who make
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Teacher Stress and Coping Strategies exercise a regular part of their week report being less stressed than those who do not (Mayo Clinic Staff 2011, 1). Comments from teachers in this study supported these findings: Exercising has been a huge stress relief and has enabled me to come off of anxiety medications, which I was taking, I believe, due to school-related stress. I never give up my exercise regimen! I go to the gym no matter how many papers are left to grade or lessons to plan for.
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I often attend P.E. with my students and walk during their recess to calm down the anxiety of the day. I have a Monday night yoga class that I absolutely refuse to miss! I feel wonderful for going and it keeps me refreshed. 3. Get enough sleep, and eat a healthy diet: When we are sleep-deprived, our thinking and judgment are impaired and our immune system is affected. Sleep deprivation may cause people to feel depressed, short tempered and out-of-sorts. These negatives are reversible with recovery sleep (Appold 2004, 1). The more challenging the situation the more important it is to get enough sleep. Researchers who focus on getting better sleep suggest the following steps: (1) Stick to a sleep schedule; (2) pay attention to what you eat and drink; (3) create a bedtime ritual; (4) make sure your room is comfortable (cool, dark, and quiet); (5) limit daytime naps; (6) include physical activity in your daily routine; and (7) manage stress (Mayo Clinic Staff 2011, 1). The Better Sleep Council [BSC] (2009) conducted a survey of 2,000 Americans and found that 51 percent of them say stress from work, family, and children disrupts their sleep. They concluded that “Getting an adequate amount of sleep each night gives us energy, clear thinking and strength to deal with life’s daily stresses” (BSC 2009, 3). Teacher participants shared similar ideas: The only thing that works for me is a strict healthy diet and LOTS of exercise. I try to get enough sleep. I told myself many years ago I would be more effective if I was rested and left those tests to be graded later. They would still be there tomorrow, and I would be better for my students if I was rested. 4. Make some time for family and friends as a support system: Botwinik (2007, 271) advised that teachers should “set up a buddy system with someone in your grade level or subject area. Sharing ideas can be helpful and save you time. Mentoring someone or having someone mentor you can also be helpful.” Teachers in this study had similar responses: I cope by speaking to colleagues and socializing with them, creating bonds and enjoying time spent with the people I work with makes the job less stressful and more bearable.
The Educational Forum • Volume 76 • 2012 • 309
Richards Having friends and family that care and take over some tasks when the going gets really tough makes a huge difference for me.
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The elementary severely handicapped special education team in my district meets once per month which is immensely helpful and supportive. And, we LOVE to have bi-monthly happy hours, which is a great way to let off steam and discuss daily frustrations with people who can relate. 5. Practice meditation and solitude: A meditative technique called the “relaxation response” has been used by physicians and therapists worldwide (Benson 2000). When stressed, the body reacts with a kind of “fight or flight” response. Practicing relaxation techniques can elicit a state of relaxation in which breathing, pulse rate, and blood pressure are decreased. “In addition to its calming physical effects, research shows that the relaxation response also increases energy and focus, combats illness, relieves aches and pains, heightens problem-solving abilities, and boosts motivation and productivity” (Segal 2012, para. 4). Such a relaxation practice can involve simple techniques for stress relief such as deep breathing, progressive muscle relaxation (consciously tensing and relaxing different muscle groups), or taking a yoga class. All forms of meditation generally involve a quiet environment (inside or outside) where it is possible to unwind from the day’s stress. For some, a relaxation response can be elicited through yoga or massage therapy. Others might experience this relaxation response through prayer or through enjoying a quiet walk in nature. Teachers who successfully deal with stress often mentioned the value of time alone to think, evaluate, and regroup. Some mentioned seeing a counselor while others mentioned prayer, meditation, or reading motivational material. Some teachers combined “mindfulness” with their exercise program—as in taking a yoga class. Tull (2010, 1) explains the benefits of mindfulness this way: “Mindfulness has been around for ages. However, mental health professionals are beginning to recognize that mindfulness can have many benefits for people suffering from difficulties such as anxiety and depression. In a nutshell, mindfulness is about being completely in-touch with the present moment”: Exercise is not just a physical activity. Exercise is good for your mind and spirit. Instead of looking at exercise as difficult physical exertion, try one of the following beliefs: This 30 minute time is devoted to relaxing my mind. When I exercise I give it a break from all the information it has been processing. This 30 minute time is devoted to nurturing my body. When I exercise I am treating my body with respect and am responding to its needs. This 30 minute time is devoted to caring for my spirit. When I exercise I am purposely spending time away from the pressures of my daily life. (Ryan 2011, 1) Teachers in this study had similar responses: I’m working on incorporating a more mindful daily trot on the treadmill. I recently read an article about prayer and meditation during walking that “feels” right to me. That starts tomorrow. 310 • The Educational Forum • Volume 76 • 2012
Teacher Stress and Coping Strategies I go for a walk by myself or go home and just sit down and relax while the house is quiet. I sometimes take a long hot shower or bubble bath. Lots and lots of prayer and reading are two ways I cope, and as a writer, I often address my concerns with characterization and plot.
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6. Indulge your sense of humor and determine to include some “fun” in your teaching every day: Humor has connections to resilience—that ability to handle life’s challenges effectively: If you’re able to laugh at life’s frustrations, you can have increased immunity … to stress and adversity. Those with a sense of humor about life tend to experience life as less stressful, are able to bond with others during difficult times, and experience the numerous benefits of laughter. If you can take a step back from difficult situations long enough to maintain your sense of humor, you will be more resilient too. (Scott 2011, ¶7) Teachers are often at the mercy of “pacing” guides that force them to march lockstep through a subject by benchmark dates where testing is required. Nevertheless, it is critical to find a way to include an art project, a game, or some humor during the day. State standards do dictate what teachers are to teach. They do not, however, dictate how those standards must be met. Teachers need to look for opportunities for teaching a lesson in an engaging, high-interest way. One practicing teacher (Done 2006) advocates telling stories and jokes, taking a short break from one’s routine, or using cartoons and music with regularity. His examples include the use of props (like wigs, hats, or lab coats) for lessons occasionally, acting out concepts, and using mnemonics when helpful. He cites one of his former teachers as an example of a teacher who adds fun to the classroom experience: I remember hating subtraction until I had Miss Greco. She used to wave goodbye to the numbers on the chalkboard before she borrowed and carried them. Sometimes she even pretended to cry as she crossed them out. The whole class would laugh out loud. Suddenly subtraction became far less threatening. (Done 2006, 35) Based on comments from the study participants, they too perceive the value of humor: I have learned to be flexible and to take care of one thing at a time! If I couldn’t laugh about everything that happens at school, I wouldn’t survive. My sense of humor is my life-saver. Gotta have a sense of humor … even when disciplining a student. … Remember— they’re just kids!! If we take the time to notice each individual student, most of them just want to please us.
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Richards 7. Determine to display a positive attitude and let things go that are out of your control: A positive mental outlook is a “protector against feeling unhappy when one is stressed out; but it may also protect people from the physical damages that occur in the body as a result of stress” (Raison 2008b, para. 2). Researchers from the Mayo Clinic agree. The health benefits that positive thinking may provide include (Mayo Clinic Staff 2010, 2) the following:
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• • • • • • •
Increased life span Lower rates of depression Lower levels of distress Greater resistance to the common cold Better psychological and physical well-being Reduced risk of death from cardiovascular disease Better coping skills during hardships and times of stress
In order to change negative self-talk to thinking that is more positive, the researchers suggest practicing new habits: (1) notice and evaluate your thinking during the day; (2) be open to humor and seek humor in everyday events; (3) follow a healthy lifestyle (eating and exercise); (4) surround yourself with positive people; and (5) practice positive self-talk. Teachers in this study made similar comments: Being happy and positive are choices we make every morning when we get out of bed. We choose what kind of a day it is going to be, regardless of what the day has in store for us. I tend to keep a realistic perspective about what issues are truly under my control and which are out of my “sphere of influence.” I try to reflect on at least one success a day, rather than focus on the challenging situations that have occurred. Do all you can and let the rest go!
Conclusion Student academic improvement is a worthy goal, but it is not achieved in isolation. Teachers’ attitudes and performance are critical to that endeavor. Learning to cope with stress successfully has multiple benefits for teachers, and the suggestions in this study offer some valuable options that may improve a teacher’s sense of well-being. Concern for the effects of unrelenting stress in the lives of our teachers cannot be minimized or ignored. Policymakers and educators must realize that good teachers can succumb to burnout and work actively to demonstrate that concern. It is true that “children are our future,” but teachers lead the way. For the good of our students as well as our society, the subject of teacher stress deserves our attention and our support.
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References Appold, K. 2004. Getting your zzzs. Available at: http://physical-therapy.advanceweb.com/ Article/Getting-Your-Zzzs.aspx. Benson, H. 2000. The relaxation response. New York: HarperCollins. Better Sleep Council. 2009. Better sleep guide. Alexandria, VA: Author. Available at: http:// www.bettersleep.org/onbettersleep/download_guide.asp. Botwinik, R. 2007. Dealing with teacher stress. Clearing House: A Journal of Educational Strategies, Issues and Ideas 80(6): 271–72. Done, P. 2006. Make ‘em laugh (& they’ll learn a lot more). Instructor 115(7): 32–35. Fimian, M. 1984. The development of an instrument to measure occupational stress in teachers: The Teacher Stress Inventory. Journal of Occupational Psychology 57(4): 277–93. Fimian, M., and P. Fasteneau. 1990. The validity and reliability of the Teacher Stress Inventory: A re-analysis of aggregate data. Journal of Organizational Behavior 11(2): 151–57. Fredenberg, E., and R. Lewis. 2000. The Coping Scale for Adults: Construct validity and what the instrument tells us. Paper presented at the annual meeting of the American Educational Research Association, April 24–28, New Orleans, LA. Hastings, R., and M. Bham. 2003. The relationship between student behaviour patterns and teacher burnout. School Psychology International 24(1): 115–27. Johnson, J., A. Yarrow, J. Rochkind, and A. Ott. 2009. Teaching for a living: How teachers see the profession today. New York: Public Agenda/Education Week. Available at: http:// www.publicagenda.org/pages/teaching-for-a-living. Maslach, C., and W. B. Schaufeli. 1993. Historical and conceptual development of burnout. In Professional burnout: Recent developments in theory and research, eds. C. Maslach, W. B. Schaufeli, and T. Marek, 1–16. Washington, DC: Taylor & Francis. Matheny, K. B., C. A. Gfroerer, and L. Harris. 2000. Work stress, burnout, and coping at the turn of the century: An Adlerian perspective. Journal of Individual Psychology 56(1): 74–87. Mayo Clinic Staff. 2009. Positive thinking: Reduce stress by eliminating negative self-talk. Rochester, MN: Mayo Clinic. Available at: http://www.mayoclinic.com/health/positivethinking/SR00009. Mayo Clinic Staff. 2010. Exercise and stress: Get moving to combat stress. Rochester, MN: Mayo Clinic. Available at: http://www.mayoclinic.com/health/exercise-and-stress/sr00036. Mayo Clinic Staff. 2011. Sleep tips: 7 steps to better sleep. Available at: http://www. mayoclinic.com/health/sleep/HQ01387#. Potter, W. 2010. National leaders speak up about education crisis. NEA Today.org. Available at: http://neatoday.org/2010/05/26/neas-speak-up-campaign-puts-face-on-education-crisis/. Raison, C. 2008a. Can exercise help me cope with stress, and does it matter what kind of exercise? New York: ABC News. Available at: http://abcnews.go.com/Health/StressCoping/ story?id=4673020#.T3mloaid7h58. Raison, C. 2008b. Can a positive mental attitude really help me cope with stress? New York: ABC News. Available at: http://abcnews.go.com/print?id=4667844. Rivera, C., N. Santa Cruz, and L. Gordon. 2010. Thousands protest California education cuts. Los Angeles Times. Available at: http://articles.latimes.com/2010/mar/05/local/la-meprotests5-2010mar05. The Educational Forum • Volume 76 • 2012 • 313
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Ryan, J. 2011. Getting sweaty—Where mindfulness and exercise intersect. Ezine Articles. com. Available at: http://EzineArticles.com/?expert=Jennifer_M_Ryan. Scott, E. 2011. Cope with stress and become more resilient. About.com. Available at: http:// stress.about.com/od/positiveattitude/ht/resilient.htm. Segal, J. 2012. Relaxation techniques for stress relief: Finding the relaxation exercises that work for you. Available at: http://www.helpguide.org/mental/stress_relief_ meditation_yoga_relaxation.htm. Trenberth, L., P. Dewe, and F. Walkey. 1996. A factor replication approach to the measurement of coping. Stress Medicine 12(2): 71–79. Tull, M. 2010. Mindfulness exercises: Live your life in the present moment. About.com. Available at: http://ptsd.about.com/od/selfhelp/tp/mindfulexercises.htm. Wood, T., and C. McCarthy. 2002. Understanding and preventing teacher burnout. Washington, DC: ERIC Clearinghouse on Teaching and Teacher Education. ERIC ED 477 726.
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Teacher Stress and Coping Strategies Appendix Teacher Stress and Coping Strategies Survey Demographic questions.
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1. 2. 3. 4. 5. 6. 7. 8.
Grade level taught (K-5; 6-8; 9-12) Age (under 30; 31-40; 41-50; over 50) Years of teaching experience (1-5; 6-10; 11+) Gender (M, F) Socio-economic status (SES) of your school (Low, Middle, High) Your ethnicity (African American, Hispanic, Asian, White, Other) Ethnicity of student population (most are African American, Hispanic, Asian, White, Other) State where you teach
Please rate each behavior or attitude from 1-5. 1 means seldom or never. 5 means often or always. Your responses will remain anonymous, and you can stop taking this survey at any time. Submitting your survey constitutes your consent at a participant. Thanks so much for your help on this important topic.
Sources of stress questions Time Management 1. 2. 3. 4.
I feel over-committed at work with too many duties and responsibilities. I often take work home. I have little time to relax. I have a hard time balancing my work life with my personal life. I don’t have enough time to prepare lessons.
Work-related 5. The testing and pacing pressure is stressful for me. 6. Dealing with parents is stressful. 7. My class size is too large. 8. Teaching needy students without enough support is stressful. Professional Stress 9. I feel a lack of control over school decisions that affect me and my students. 10. My personal opinion as a teacher does not count much. 11. I do not feel respected by those outside my profession. 12. Feeling the constant pressure of being “accountable” is stressful. 13. I often feel isolated and do not feel “safe” to speak my mind with colleagues or administrators.
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Richards Discipline and Motivation 14. Discipline/student behavior problems cause frustration daily. 15. Teaching students who do not seem motivated to learn is stressful. 16. I don’t feel that I have the administrative support that I need.
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Manifestations of stress questions Emotional /physical reactions to stress 17. I feel vulnerable, unable to cope, anxious, or depressed. 18. I have insomnia because of school stress. 19. I feel generally irritated and impatient with students. 20. I find myself withdrawing from others. 21. I feel overwhelmed with what is expected of me as a teacher and have doubts about my ability to make a difference in students’ lives. 22. I worry a lot about my job security. 23. Job stress has negatively affected personal relationships in my life. 24. I am not as idealistic and enthusiastic about teaching as I once was. 25. I suffer from frequent headaches, stomach pains, and/or high blood pressure. 26. I feel physically exhausted much of the time.
Coping Behavior questions 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37.
I take a day off when the stress really gets to me! I tend to procrastinate when my stress level is high. I take over-the-counter or prescription drugs that help me feel better. I drink alcohol to feel calmer. I exercise at least 30 minutes a day (walking, biking, going to the gym, etc.). I have good friends and family who are there for me. I seek social support when I feel particularly stressed with school issues. I regularly use prayer or meditation to help me feel peaceful. Times of solitude help me cope with stress at school. I make time to enjoy a hobby—even when I am busy with school. I make it a point to eat healthy food, get adequate sleep, and maintain a healthy weight. 38. I see stress as a problem to be solved, and I believe that I can succeed. 39. I tend to have a positive attitude no matter what is going on. 40. I have a good sense of humor that carries me through challenges. Please add any further comments on what causes you the most stress as well as your strategies for coping with stress.
Thank you for your participation in this survey. If you would like to know the results of this study on teacher stress, please contact me at
[email protected] I will be happy to send you the results.
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