Literaturnachweis - Detailanzeige
| Autor/in | Gmelch, Walter H. |
|---|---|
| Titel | Educators' Response to Stress: Towards a Coping Taxonomy. |
| Quelle | (1984), (27 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Coping; Elementary School Teachers; Elementary Secondary Education; Individual Differences; Psychological Patterns; Relaxation Training; Secondary School Teachers; Self Determination; Stress Management; Stress Variables; Teacher Burnout; Teaching (Occupation) |
| Abstract | In assessing coping techniques, the individual is the most important variable; no one technique will be successful for an individual in all situations. Also, stress-reduction techniques must be sensitive to individual differences, both culturally and situationally. Consequently, since no one technique will work for everyone, a stress-reduction program must assault the problem at many levels. A study sought to find specific coping techniques helpful to educators and cluster the techniques into interpretable categories. Data were collected from 1,156 questionnaires about stress answered by teachers. One hundred fifty-six techniques were identified and found to cluster into seven categories: social, physical, intellectual, entertainment, managerial, personal, and attitudinal. Effective coping appeared to consist of building a repertoire of techniques equally balanced in these categories. The study also assessed the number of coping responses used and the frequency with which 125 educators used them. Data were analyzed by respondent's sex, age, and position. This paper reports on study results, which are also presented in tables. (JD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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