scholarly journals Estresse do Professor de Contabilidade: Modulação sob a Ótica da Teoria Demanda-Controle-Suporte

2021 ◽  
Vol 15 (4) ◽  
Author(s):  
Eduardo Mendes Nascimento ◽  
Edgard Bruno Cornacchione Junior ◽  
Marcia Carvalho Garcia
Keyword(s):  
Teacher Stress ◽  
Job Demand ◽  
Stress Inventory ◽  
Teacher Stress Inventory ◽  
Demand Control

Objetivo: Identificar e analisar a influência que os níveis de demanda, controle e suporte exercem sobre o estresse autorrelatado pelos docentes dos cursos de Ciências Contábeis das Instituições de Ensino Superior (IES) do Brasil.Método: Utilizou-se de um survey com questões relativas à condição biopsicossocial dos 614 professores participantes, sobre a percepção de estresse destes com o Teacher Stress Inventory, e de demanda, controle e suporte emocional com o Job Demand-Control-Support. Resultados: O suporte e o controle contribuem, de forma significativa (p<0,01), para diminuir o estresse percebido pelos professores. Contudo, as demandas presentes nas IES contribuem para majorar (p<0,01) o estresse. Foi apurado, também, que a idade, a percepção positiva sobre o estado de saúde mental e a satisfação geral com a profissão e com os próprios alunos são fatores capazes de modular, negativamente, o estresse do professor (p<0,01). Porém, ser mulher, lecionar pela manhã e ser professor em uma IES pública aumentam a percepção de estresse dos respondentes (p<0,01). Contribuições: Considerando que a capacidade de adaptação das pessoas é limitada, este trabalho permite descortinar as circunstâncias que podem agravar os efeitos causados pelo estresse, tendo em vista o acréscimo de demandas físicas e emocionais, resultando, inclusive, em doenças psicossomáticas. Palavras-chaves: Ensino superior; Estresse; Docência; Saúde mental; Ciências Contábeis.

Note on Reliability of the Teacher Stress Inventory

1986 ◽  
Vol 59 (1) ◽  
pp. 275-278 ◽  
Author(s):  
Michael J. Fimian
Keyword(s):  
Internal Consistency ◽  
Teacher Stress ◽  
Strong Relationship ◽  
Stress Factors ◽  
Short Forms ◽  
Stress Inventory ◽  
Teacher Stress Inventory

The internal consistency, split-half, and test-retest reliabilities of the Teacher Stress Inventory were based on responses of twice tested sample of 49 teachers. Alpha estimates ranged .77 to .90 for the subscales, .91 to .94 for the whole scale, and .83 to .88 for the short forms. Split-half reliabilities in the mid-90s show a strong relationship between the short forms. Test-retest reliabilities ranged .27 to .99 for the subscales and .78 to .98 for the whole scale, indicating stability for the stress factors across 2-hr., 1-day, 1-wk., and 2-wk. intervals.

scholarly journals The job demand-control model of job strain across gender

2006 ◽  
Vol 32 (1) ◽  
Author(s):  
Gideon P De Bruin ◽  
Nicola Taylor
Keyword(s):  
Item Response ◽  
Job Strain ◽  
Regression Equations ◽  
Theory Analysis ◽  
Men And Women ◽  
Job Demand ◽  
Item Response Theory Analysis ◽  
Stress Inventory ◽  
Demand Control ◽  
Separate Regression

This study investigated (a) the structural and measurement equivalence of measures of the job demand-control (JDC) model of job strain for men and women (as operationalised by the Sources of Work Stress Inventory), (b) whether a common or separate regression equations should be used for men and women in the JDC model, and (c) the strain and buffer hypotheses associated with the JDC model. These objectives were pursued by means of factor analysis, item response theory analysis, and moderated hierarchical multiple regression analysis. The results show that the use of a common regression equation might give biased results. The results also provided stronger support for the strain hypothesis than for the buffer hypothesis. Opsomming Hierdie studie het ondersoek ingestel na (a) die strukturele en metingsekwivalensie van metings van die werkseisekontrole (WEK) model van werkspanning vir mans en vroue (soos geoperasionaliseer deur die Bronne van Werkstresinventaris), (b) die wenslikheid van ’n gemeenskaplike teenoor afsonderlike regressievergelykings vir mans en vroue, en (c) die spanning en buffer hipoteses wat met die WEK model geassossiëer word. Hierdie doelstellings is ondersoek aan die hand van faktorontleding, item responsteorie-ontleding en gemodereerde hiërargiese meervoudige regressie-ontleding. Die resultate wys dat die gebruik van ’n gemeenskaplike regressievergelyking sydige resultate mag oplewer. Die resultate toon verder sterker ondersteuning vir die spanning hipotese as vir die buffer hipotese.

Professional Isolation and Occupational Stress in Teachers

1999 ◽  
Vol 84 (3) ◽  
pp. 943-946 ◽  
Author(s):  
Marc Dussault ◽  
Colette Deaudelin ◽  
Nicole Royer ◽  
Jean Loiselle
Keyword(s):  
Occupational Stress ◽  
Random Sample ◽  
Teacher Stress ◽  
French Canadian ◽  
Inventory Analysis ◽  
Professional Isolation ◽  
Stress Inventory ◽  
Teacher Stress Inventory ◽  
The Relationship ◽  
Systematic Random Sample

The aim of the study was to investigate the relationship between professional isolation of teachers and their occupational stress. A systematic random sample of 1,110 teachers in Quebec were administered French Canadian versions of the UCLA Loneliness Scale and Teacher Stress Inventory. Analysis gave, as expected, a positive and significant correlation between isolation and occupational stress. This highlights the importance of looking for ways to reduce professional isolation of teachers.

Responses of Laboratory School Teachers to the Teacher Stress Inventory

1989 ◽  
Vol 68 (3) ◽  
pp. 939-944 ◽  
Author(s):  
Booney Vance ◽  
Norma Nutter ◽  
Sam Humphreys
Keyword(s):  
Job Stress ◽  
Teacher Stress ◽  
Personal Life ◽  
Full Time ◽  
School Teachers ◽  
Laboratory School ◽  
Stress Inventory ◽  
University Laboratory School ◽  
Teacher Stress Inventory ◽  
University Laboratory

The study analyzed on-the-job stress for a sample of 30 full-time university laboratory school teachers: 8 men, 19 women and 3 who did not report sex. A small number experienced a great deal of discomfort (stress) in performing their jobs. The strongest sources of stress identified by these teachers were not enough time for relaxation and preparation, personal life shortchanged, inadequate salary, and teaching poorly motivated students. Several aspects of the stress reported are discussed, and recommendations are made regarding research and methods to help teachers cope with stress.

scholarly journals Validation of the Teacher Stress Inventory (TSI) in a multicultural context: The SABPA study

2018 ◽  
Vol 38 (Supplement 2) ◽  
pp. 1-13 ◽  
Author(s):  
Susanna M. Boshoff ◽  
◽  
Johan C. Potgieter ◽  
Susanna M. Ellis ◽  
Kobus Mentz ◽  
...  
Keyword(s):  
Teacher Stress ◽  
Multicultural Context ◽  
Stress Inventory ◽  
Teacher Stress Inventory

Occupational Stress Levels among Rural Teachers in the Areas of Mental Retardation, Learning Disabilities, and Emotional Conflict

1993 ◽  
Vol 12 (2) ◽  
pp. 30-40
Author(s):  
Tommy Russell ◽  
Susan Wiley
Keyword(s):  
Learning Disabilities ◽  
Mental Retardation ◽  
Occupational Stress ◽  
Analysis Of Variance ◽  
Special Educators ◽  
Teacher Stress ◽  
Emotional Conflict ◽  
Stress Levels ◽  
Stress Inventory ◽  
Teacher Stress Inventory

The purpose of the study was to compare occupational stress levels of rural educators in the areas of mental retardation, learning disabilities, and emotional conflict. Occupational stress levels were measured by the Teacher Stress Inventory (Fimian, 1985), which was developed and validated for teachers of exceptional children. The sample consisted of 154 randomly selected and specifically selected rural special educators in the 21 rural counties with set defined parameters of a population of 50,000 or less. The Teacher Stress Inventory was designed to assess stress levels of special educators. Subscales of the Teacher Stress Inventory were personal/professional stressors, professional distress, discipline/motivation, emotional manifestations, biobehavloral manifestations, physiological/fatigue manifestations, and time management. The data were analyzed using the one-way analysis of variance and the multivariate analysis of variance procedures. No significant differences were evident between mean stress scores and mean subscale scores of the three Identified groups.

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