An investigation into sources of teacher stress in rural secondary schools

Bibliography: leaves 120-133.
Teaching is generally regarded as a stressful occupation and perhaps more so in South Africa during this phase of transformation. This dissertation reports on an investigation into the incidence and sources of teacher stress in rural, secondary schools in the Northern Province. Data has been collected through forty-two interviews with individual teachers (each interview schedule containing ten semi-structured question items); and a fifty-five item self-report questionnaire survey. A total of hundred and seventy-seven teachers, drawn from twenty-two government secondary schools over the course of an academic year ( 1996) participated in the study. Results reveal five major sources of teacher stress: the learning-teaching situation, factors related to the school and community, and professional and personal factors. Analyses of the different stress factors also show that certain biographical characteristics are significant mediators in teachers' perception of sources of stress, that is to say, these contribute to teachers' assessment of their emotional, physical and psychological well-being. Teachers have also reported on various coping strategies. Teacher stress is a problem in rural areas in South Africa. It warrants the attention of all those involved in this profession.