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
Publisher
School of Education, Chinese University of Hong Kong
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
Language
English
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.