This Book Offers Contemporary Viewpoints On Stress And Its Management To On-Site Educational Practioners, Stress Researchers And Even Management Trainers.

Ideal for use in teacher workshops, this book provides vital coping and problem-solving skills for managing the everyday stresses of the classroom. Specific strategies help teachers at any grade level gain awareness of the ways they respond in stressful situations and improve their overall well-being and effectiveness. Each chapter offers efficient tools for individuals, as well as group exercises. Teachers? stories are woven throughout. In a large-size format with lay-flat binding for easy photocopying, the book includes 45 self-monitoring forms, worksheets, and other handouts. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.

Explores the link between pressure and performance in schools. Shows how you can transform your silent enemy û stress û into your silent partner, and thrive in the process. From the Principals Taking Action series.

Drawing on his experience of research and many stress-busting workshops he has run for teachers, the author of this book explains the nature and source of stress, how to pre-empt stress, a range of direct action and palliative coping strategies and what successful schools do to minimize stress on their staff. It aims to be the key to defeating teacher stress.

First published in 1993. The purpose of this book is to help those who help others. Research has consistently demonstrated that those in the professions, particularly helping professions, have significantly higher levels of stress and burnout. Studies have shown that the profession with the greatest vulnerability to these illnesses is teaching.

The purpose of the study was to examine the sources of stress and the coping preferences of elementary school principals in North Carolina. Secondary analysis addressed demographic differences and any relationships between stress and coping preferences. Data were collected through the survey research method and was primarily descriptive and correlational. A questionnaire was emailed to 500 participants randomly selected for this research, 222 responded. The first section of questions consisted of the Administrative Stress Index (ASI), which comprised 35 stressors principals confront in their work. The second set of questions included the Roesch Coping Preference Scale (RCPS), consisting of 21 statements to obtain coping preferences of administrators. The final section of the questionnaire consisted of nine questions designed by the researcher to obtain necessary demographic information. The respondents of the ASI reported a mean score of 93.01. The findings suggest that elementary school principals of North Carolina were moderately stressed in their jobs. The data indicated that principals preferred on the RCPS extra-work activities, consulting techniques, and time out activities. In conclusion, principals must be aware of the factors that cause stress, focus on effective coping strategies, and engage in activities that reduce stress. The key findings from these data show: (1) elementary school principals convey that they are stressed; (2) the top four stressors are: too heavy of a work load; feeling that meetings take up too much time; and failing to complete reports or other paperwork on time; and daily interruptions from staff members; (3) there are no significant differences between the variables of age, years in education, level of education, and school location when compared to principals' mean stress indexes and coping preferences; (4) principals relied upon taking work home, working on weekends, and collaborating with colleagues to discuss concerns were used to cope and effectively reduce stress; (5) according to the data, Title I principals reported to be more stressed than non-Title I principals; and (6) there are no significant differences among new and veteran elementary principals' mean stress indexes. .

Understanding Teacher Stress focuses on the impact of educational reforms, such as the No Child left Behind Act, 2001, on principals and teachers’ stress level and coping abilities. It further speaks to the necessity for stress management programs in school districts and teachers college curriculums. The author details educators’ coping strategies, and examines various stress management program approaches and designs which educators are likely to benefit from.