Stress in female secondary classroom teachers

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dc.contributor.advisor Ballou, Philip E. (Philip Edwin), 1925- en_US
dc.contributor.author Turner, Lana Gay en_US
dc.date.accessioned 2011-06-03T19:31:58Z
dc.date.available 2011-06-03T19:31:58Z
dc.date.created 1985 en_US
dc.date.issued 1985
dc.identifier LD2489.Z64 1985 .T87 en_US
dc.identifier.uri http://cardinalscholar.bsu.edu/handle/handle/181530
dc.description.abstract The purpose of the study was to determine if a relationship existed among perceived stressful situations in the classroom and the amount of perceived stress among female secondary classroom teachers in Indiana.The population of the study consisted of 268 female secondary classroom teachers randomly selected by computer at the Indiana Department of Education.Three instruments were used in the study. The first instrument, General Information, was used to gather demographic data pertaining to Age Group, Years of Experience, Type of School System, Population of School System, Enrollment of Secondary School, Subject Area taught, and Grade Level(s) taught. The second instrument, Perceived Stress Questionnaire, was used to indicate the amount of perceived stress experienced by respondents. The third instrument, Perceived Needs in Stress Counseling, was used to indicate the type of counseling respondents perceived needed in order to help teachers deal with stress. The Perceived Stress Questionnaire and Perceived Needs in Stress Counseling Questionnaire employed a Likert-type scale with five degrees provided from which to choose: About 10% or less of the time, About 25% of the time, About 50% of the time, About 75% of the time, and About 90% or more of the time.The data were analyzed by frequency response percentages and cross tabulation for the General Information items, Perceived Stress Questionnaire items, and for Perceived Needs in Stress Counseling items.The following findings and conclusions were based on a review of the literature as presented in the study and the results of the data collected:1. Student threats and physical attacks are major sources of stress among discipline problems for teachers.2. Administrators not supportive of teachers in conflict situations in the presence of students are a predominant stress factor.3. Students not cooperative in class are a major source of stress for responding teachers.4. Student Apathy and lack of volunteerism in class are not major sources of stress among respondents.5. Parents defending their child's misbehavior are a major source of stress among Lack of Parental Support items.6. The majority of teachers responding did not desire stress counseling to assist them in dealing with classroom stress. en_US
dc.description.sponsorship Department of Educational Administration and Supervision
dc.format.extent xi, 229 leaves ; 28 cm. en_US
dc.source Virtual Press en_US
dc.subject.lcsh High school teachers -- Job stress. en_US
dc.subject.lcsh Women teachers -- Job stress. en_US
dc.title Stress in female secondary classroom teachers en_US
dc.description.degree Thesis (D. Ed.) en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/catkey/436367 en_US
dc.identifier.cardcat-url http://liblink.bsu.edu/uhtbin/catkey/1834811


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  • Doctoral Dissertations [3248]
    Doctoral dissertations submitted to the Graduate School by Ball State University doctoral candidates in partial fulfillment of degree requirements.

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