Work Related Stress among Second Level Teachers in Ireland

The purpose of this study was to examine the levels of occupational stress in Irish secondary school teachers, identify which stressors were the most prominent and if there were any differences between them, investigate the most prominent manifestations arising from stress and what were the most utilised and effective coping methods in dealing with the problem. In addition, various demographic variables were examined and their relationship with levels and sources of stress. An examination of gender and coping techniques was also conducted. The results showed that the respondents experienced high levels of stress and significant numbers experienced stress for at least half of their typical week. Overall averages were not considerably different between the groups of stressors but professional investment seemed to result in the lowest level of stress. Closer examination did highlight excessive workload, time issues, lack of recognition, poorly motivated students and lack of effort from students were the top sources of stress. A formidably high percentage of participants encountered the majority of the stress manifestations investigated but in particular emotional and fatigue manifestations. Action planning was the most utilised coping technique but a Pearson’s Correlation failed to show moderate to strong relationships between the stressors and coping methods. The results of the research on demographic variables concluded that females experienced higher levels of work- related or job stress than that of the male participants. It also found that females were more likely to use the coping methods of professional help and seek advice and support from friends or colleagues. Teachers in urban schools experienced stress more frequently than their counterparts in rural schools. There were no significant differences relating to age and levels or sources of stress but those who were teaching for 11 to 15 years experienced greater levels of professional investment stress than those with less than 11 years teaching experience