A phenomenographic study of teacher stress in female primary classroom teachers in south east Queensland

This study examines teacher stress, as it is perceived by the individual teacher. Teacher stress is a well-researched topic with research findings attesting to a range of negative consequences that work-related stress has for the individual teacher and for the education system as a whole. The adoption of a phenomenographic research design enabled the researcher to engage in a process of empirical discovery whereby individuals' descriptions of the phenomenon were elicited and the conceptions identified. \ud Participants for the study were selected from 5 state primary schools in the South East region of Queensland. Individual interviews were conducted with fourteen teachers who conceived their teaching role as being stressful. The phenomenographic interviews provided information about teachers' experiences of work-related stress, the ways in which the sources of that stress are perceived, and the meanings that the participants in the study attribute to their experiences of stress. The data in the form of verbatim transcripts were analysed by selecting quotations and grouping them into six categories of description. These represent the differing conceptions that emerged from the participants' discourses with each of the categories highlighting different themes. The categories of description identified were: 1. Teacher stress as an internalised teacher reaction. 2. Teacher stress as an externalised teacher reaction. 3. Teacher stress as a consequence of time and workload pressures. 4. Teacher stress as a consequence of student attitudes and behaviour problems. 5. Teacher stress as a consequence of administrators' attitudes and responses. 6. Teacher stress as a consequence of parental attitudes and actions. The final stage of data analysis involved the mapping of the 'outcome space'. The depiction of the outcome space using a visual metaphor of an apple burrowed into by worms reflects the totality of awareness held by the participants about the phenomenon of teacher stress. The visual image illustrates the impact that work induced stress has on teachers' physical and psychological well-being, on teachers' professional self-esteem, and ultimately on their effectiveness in achieving quality outcomes in teaching and the facilitation of learning. The construction of the six categories of description together with the mapping of the 'outcome space' provides new insights into ways of understanding the phenomenon of teacher stress. For the individual teacher, the 'outcome space' provides a simple visual image to facilitate the examination of personal understandings. At the organizational and systemic levels, the framework could be usefully employed to enhance awareness and understanding, to initiate discussion and to generate practical solutions for reducing teacher stress. The insights gained from this research suggest a range of strategies and interventions for the reduction and management of teachers' stress. These indicate that at a personal level, teachers might be encouraged to seek personal and professional support from colleagues. The skills of Guidance Officers could also be utilised in teacher mentoring programs and in assisting teachers with the management of their stress. The mistaken belief expressed by many teachers that stress in teaching is an inevitable aspect of the work role must also be challenged. At the school level, the targeting of behaviour management as a whole school issue rather than an individual teacher responsibility can have positive effects. Better information flow within schools and a supportive and interested administration that values teachers' contributions as professionals is seen as a further proactive measure. At a systemic level, positive outcomes can be achieved by concerted efforts to elevate the profile of schools and the professional standing of teachers. Educational authorities also have a role in examining the impact of educational changes and in establishing the extent to which particular systemic and curriculum changes are necessary, purposeful, and beneficial. Furthermore, the implementation of change requires strategic planning to ensure that teachers are confident with the newly introduced courses and practices. This research lends strong endorsement to the findings of earlier studies that work-related stress has serious implications not only for individual members of the profession but also for the effectiveness of teaching and learning outcomes within the school system. The researcher contends that the creation of a low stress work environment for the teaching profession is highly desirable. The realization of this goal requires a commitment by teachers, administrators, and the educational hierarchy to the implementation of viable solutions for reducing teacher stress