Sources of teachers’ anxiety Occupational stress or anxiety perceived by EFL teachers in different situations generally can be explained as a complex psychological phenomenon influenced by different variables which contribute to the amount of stress teachers experience in their career. It can also vary from one individual to the other based on individual and contextual variations. Teachers’ age, marital status, tenure, gender, teaching experience, physical condition of the class, teacher's personality, students’ characteristics, rapport with administrators and students’ parents, the context, grade level of teaching, family concerns, financial status, variation in curriculum are all but some of the factors contributing to the level of anxiety …show more content…
Some scholars working in the field found no significant relationship between demographic factors like age or experience and the level of teaching stress experienced by instructors. For instance, Kyriacou and Sutcliffe (1979) in a study of 218 teachers from mixed comprehensive schools in England found no significant correlation between level of stress and age, length of experience and position held in school. Nevertheless, many others (Powell & Ferraro, 1960; Klassen and Chiu, 2010; Ameen, Guffey and Jackson, 2010) argue that personal and environmental factors contribute to the level of stress perceived by teachers. For example, married teachers face huge amounts of responsibility and take the burden of keeping a balance between their job and family affairs. The situation becomes even tenser when children are involved, especially the ones who are dependent on parental resources like financial and emotional care. A correlational based study investigating the relationship between age, marital status and the way stress is perceived, conducted by PološkiVokić (2008) revealed that marital status was among other affective factors on the perception of stress. To be more precise, married instructors suffered from higher level of occupational …show more content…
Some scientists argue that as teachers get older, they become more experienced and have more control over tense situations involved in the job. Travers (2001), for example, claims that age and experience have been connected to the experience of tense feelings in the realm of teaching. That is to say that generally highest levels of stress might be experienced by the members who recently joined to the profession (usually younger teachers). This can be in part due to the fact that they have not yet acquired the required skills and proficiency to deal with the job. Meanwhile, others have found some contradictory results indicating that younger teachers have more potential to control their stress on the job they are involved in. Daniela Veronica (2011) makes a note claiming that age of teachers and tenure have very law effects on the level of stress experienced. Although the differences were not statistically significant, she found a growth on anxiety scores in regards to age of instructors. Individuals falling into the young segment (24-35 years) of organizational adult age manifested fewer anxiety symptoms. She assumes that it can due to the fact that at this age people may able to deal with the situation more effective and mobilize themselves with ease. Furthermore, they benefit from stronger motivation in their profession. Nevertheless, ageing may bring tangible
In my 2 years of going here, I have noticed students on the verge of crying because they’re so stressed out with all the work they have and late papers. I believe the teachers are also unstable because as the exams and SOL’s get closer, teachers give out more work and get over
One example, from ConnectUs, states most students have stressful school days. This stress can come from many things. Students have to sit in class and process what they are learning. They might have other activities such as band, choir, sports, speech, etc. The pressure to get good grades or do well is enormous.
in the next article “year round schooling healthy or not?” it states that the work place can become stressful “ workplace stress, and argues that the calendar is only one of many factors affecting teachers.” (Sagan). teachers already face enough stress with just grading work but when teachers get overloaded with work it can create stress on the teacher.the amount of work teachers are required to do can be difficult and can create even more workplace stress. once again workload affects the teachers in the work space and make it stressful for
It states that when teachers get stressed about the tests, they stress out the students. Students also get stressed when their parents get stressed
Often, these high levels of stress can lead to academic failure (Kim, Oliveri, Riingin, Taylor, & Rankin, 2013). Stress can be defined from
I think here shouldn 't be a reason for a teacher to stress over people that they have no obligation over. Although some people think teachers are overpaid or deserve the amount of money they make. I disagree. Many teachers can say teaching is a very stressful job.
2.2 Teacher resilience A good number of studies has shown that facing various challenges for teachers in different years of their teaching is inevitable. This issue become important when teaches lack the ability of managing these difficulties which may result in burnout and attrition. To be on the positive side, equipping teachers with qualities that prevent them from frustration and make them to thrive than just survive was an ongoing concern for teacher educators and policy makers. Resilience, as a specific strategy that individuals usually apply when they face a kind of adverse situation (Castro, et al., 2010), has been attracted a lot of attention among researchers.
The workplace had become a high stress environment in many organizations cutting across industries. Employees were experiencing high level of stress due to various factors
Specific Purpose: To inform the audience about how stress develops and its effects on the workplace. Tentative Thesis: Though the definition of stress is already well-known among our society, we remain ignorant towards how stress develops everywhere and influences the workplace. Introduction I. Attention
One study reported that older adults who held negative views about old age faced life expectancies that were, on average, 7 and a half shorter than those peers (Levy et al, 2002). This is a concerning statistic when considering the nature of ageism. In another study, 70 percent of older adults reported that they had been insulted or mistreated based on their age. In a survey of eighty-four people, ages 60 and older, nearly 80 percent of participants reported experiencing ageism (Dittmann, 2003) There is a debate going stating ageism will either ease or grow worse in the coming decades of booming senior
Brain development for children under 11 is constantly changing because of how kids are spending their time. Over the past 3 years tests have been done and they have found what actually is hurting and helping the growth of the brain. There are many different theories and studies that have been done that show that stress is the number one cause and is the reason why the brain is changing, therefore most of the results show that it is not helping children it is hurting them. Stress is constantly hurting kids because it’s not giving their brain the time to grow to the fullest. “Stress can cause higher risks of developing depression or anxiety as adults.”
Stress refers to a dynamic interaction between the individual and the environment. In this interaction, demands, limitations and opportunities related to work may be perceived as threatening to surpass the individual's resources and skills. Stress is any physical or psychological stimulus that disturbs the adaptive state and provoked a coping response The increasing interest in stress research is probably because we live in a world that includes many stressful circumstances and stress has been a global phenomenon. It has become an integral part of life and is said to be the price we all pay for the struggle to stay alive.
Stress involves interaction of the person and environment. To quote a definition: “Stress is an adaptive response to an external situation that results in physical, psychological and / or behavioural deviations for organizational participants” (Luthans, 1998). Stress has generally been viewed as a set of neurological and physiological reactions that serves an adaptive function (Franken, 1994). Traditionally, stress research has been oriented toward studies involving the body's reaction to stress and the cognitive processes that influence the perception of stress. However, social perspectives of the stress response have noted that different people experiencing similar life conditions are not necessarily affected in the same manner (Pearlin, 1982).
Human development is a study from the initial prenatal developmental stage to the Late Adulthood phase of life. During each stage major physical, cognitive and psychosocial changes occur according to different theorist. This essay explores two different life stages; Adolescence and Late adulthood whilst comparing and contrasting these stages using supporting theories from Erik Erikson (1956) and Jean Piaget (1969). Within the late adulthood stage a number of factors can increase stress and cause negative effects on the quality of life. This essay also examines how elderly within the late adulthood stage cope best with stress.
Academic Stress: Academic stress among students have long been researched on, and researchers have identified stressors as too many assignments, competitions with other students, failures and poor relationships with other students or lecturers (Fairbrother & Warn, 2003). Academic stressors include the student 's perception of the extensive knowledge base required and the perception of an inadequate time to develop it (Carveth et al, 1996). Students report experiencing academic stress at predictable times each semester with the greatest sources of academic stress resulting from taking and studying for exams, grade competition, and the large amount of content to master in a small amount of time (Abouserie, 1994). When stress is perceived negatively