Teacher stress

The present study was conducted to study the relationship of creative management, teacher effectiveness, teacher stress and teacher commitment with different dimensions of managerial leadership. In order to conduct present study 450 teacher educators with doctorate degree and without doctorate degrees, with different levels of experience were selected from 45 selected colleges of education taking 10 teachers from each institution were selected randomly. Creative Management Scale prepared by the investigator, Multifactor Leadership Questionnaire (Bass and Avolio, 2003), Teacher Commitment Questionnaire (AmitKauts and AachalKalia, 2012), Teacher Effectiveness Scale (Mutha, 1982)and Teacher Stress Questionnarie (Otto (1983) and Adapted by Max Smith and Sid)were used as tools for the present study. The findings of the study revealed that there is significant relationship in the creative management and managerial leadership. This means that variation in the creative management in any manner would have remarkable impact on the managerial leadership and vice versa. It is also found that there is significant relationship in the teacher effectiveness and managerial leadership. Hence, increased practice of transformational and transactional leadership would ensure better teaching effectiveness in the educational institutions and vice versa. Another finding is that there is significant relationship in the teacher stress and managerial leadership. This means that increased teacher stress may become a cause for the action orientation of managerial leadership and managerial leadership may also act as a stressor among teaching professionals. It is also found that there is significant relationship in the teacher commitment and managerial leadership for transformational and transactional leadership dimensions of Managerial Leadership. Hence, increased practice of transformational and transactional leadership would ensure better teaching commitment in the educational institutions and vice versa.

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INTEGRATIVE MODEL OF STUDENT AND TEACHER STRESS COPING: THE CORRECTION OF RELATIONS IN EDUCATIONAL, PROFESSIONAL AND PERSONAL INTERACTION

THE BULLETIN ◽

10.32014/2019.2518-1467.83 ◽

2019 ◽

Vol 3 (379) ◽

pp. 169-179 ◽

Cited By ~ 1

Author(s):

K. G. Kassymova ◽

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Z. I. Tyumaseva ◽

G. V. Valeeva ◽

S. V. Lavrinenko ◽

...

Keyword(s):

Teacher Stress ◽

Integrative Model ◽

Stress Coping ◽

Personal Interaction ◽

Educational Professional

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Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18020548 ◽

2021 ◽

Vol 18 (2) ◽

pp. 548

Author(s):

José-María Fernández-Batanero ◽

Pedro Román-Graván ◽

Miguel-María Reyes-Rebollo ◽

Marta Montenegro-Rueda

Keyword(s):

Systematic Review ◽

Educational Technology ◽

Teaching And Learning ◽

Teaching Practice ◽

Web Of Science ◽

Teacher Stress ◽

Bibliographic Databases ◽

Technology In The Classroom ◽

Stress Symptoms ◽

Meta Analyses

Educational technology has become an increasingly important element for improving the teaching and learning process of students. To achieve these goals, it is essential that teachers have the skills they need to be able to introduce technology into their teaching practice. However, this is often overwhelming and stressful for many of them. The aim of this review was to find out how research on teacher stress and anxiety associated with the use of educational technology was proceeding. A systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines through the following bibliographic databases: PubMed, Web of Science, and Scopus. Sixteen articles were found from the review. The main findings show that teachers present high levels of anxiety or stress due to their use of educational technology in the classroom. Among the conclusions, the need for research on different strategies to prevent the emergence of these anxiety and stress symptoms in teachers stands out.

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