Title

Occupational stress among school teachers : a review of research findings relevant to policy formation

Document Type

Journal article

Source Publication

Education Journal = 教育學報

Publication Date

Winter 1-1-1995

Volume

23

Issue

2

First Page

105

Last Page

124

Keywords

Teacher Stress, Teacher Burnout, Coping Strategies, Occupational Stress

Abstract

The author reviews the different conceptualizations of teacher stress and burnout, and agrees that the interactional approach proposed by Dunham (1992) is more constructive. The author goes on to review the research literarure on prevalence, sources, and effects of occupational stress among school teachers in other countries and in Hong Kong. Research findings on the coping strategies that teachers use to tackle stress are also reviewed. The author identifies policy changes that can potentially reduce levels of stress among Hong Kong teachers. Specifically, unresolved issues relating to teacher stress in the light of the reports of the Education Commission are discussed. They include: medium of instruction, common-core curriculum, allocation of Form 1 places, and behavioural problems in classrooms. Based on a qualitative costs and benefits analysis, the author concludes the paper by proposing the expansion of educational psychology services in Hong Kong as a targeted alternative for reducing teacher stress.

Print ISSN

10251936

E-ISSN

22270256

Publisher Statement

Copyright © The Chinese University of Hong Kong 1996

Access to external full text or publisher's version may require subscription.

Full-text Version

Publisher’s Version

Recommended Citation

Siu, O.-L. (1995). Occupational stress among school teachers: A review of research findings relevant to policy formation. Education Journal, 23(2), 105-124.