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Teacher Stress and Coping Strategies: A
National Snapshot
Jan Richards a
a Teacher Education, National University, Ontario, California, USA Version of record first published: 27 Jun 2012
To cite this article: Jan Richards (2012): Teacher Stress and Coping Strategies: A National Snapshot,
The Educational Forum, 76:3, 299-316
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ISSN: 0013-1725 print/1938-8098 online DOI: 10.1080/00131725.2012.682837
Abstract
This national survey of 1,201 kindergarten through Grade-12 U.S. teachers
focused on three related areas: (1) sources of teacher stress, (2)
manifesta-tions of stress, and (3) suggested coping strategies. The survey instrument
was adapted from the Teacher Stress Inventory and the Coping Scale for
Adults. Results indicated that teachers nationwide are highly stressed, with
California teachers at the top of the list. Differences in reported stress by
socioeconomic class and suggested coping strategies are also discussed.
Key words: coping strategies, elementary education, junior high/middle school education, secondary education, teacher burnout, teacher stress.I have never been more stressed and may leave the profession. I LOVE teaching, but I am no longer free to teach the way I know works. … My students and those around me see a giant smile and a can-do attitude. Privately, I am struggling … . (Study participant comment).
When teachers fi rst enter the profession, they express idealism and enthusiasm for their new adventure. They want to make a difference in students’ lives and in society and to feel that their own lives have purpose. Currently, however, in addition to the much discussed challenges of accountability, lack of administrative or parental support, and lack of time to feel adequately prepared, schools and teachers now are also dealing with severe cutbacks in resources, overloaded classrooms, and pay cuts or furloughs. In California, “Governor Arnold Schwarzenegger and legislators said they had no choice but to cut billions from primary, secondary, and higher education to close enormous defi cits” (Rivera, Santa Cruz, and Gordon 2010, 1). Nationally, education challenges are equally distressing as school budgets are being cut to the
Teacher Stress and Coping
Strategies: A National
Snapshot
Jan Richards
Teacher Education, National University, Ontario, California, USA
bone and thousands of teachers are receiving layoff notices (Potter 2010, 1). The student performance expectations have increased, but the support and resources to support that goal have been reduced. The levels of stress for teachers across America have escalated.
This study was prompted by a deep concern for the stress levels of teachers, as well as by an interest in the successful coping strategies teachers use. As discussed more fully later, the conditions that cause teachers enormous stress are largely beyond their power to control. One cannot alter a state’s fi nancial realities, decide how many more students will be added to a classroom, or choose whether to participate in mandated district or state testing. The only true power stressed teachers have is their choice of coping strategies as suggested by teachers who are managing to cope and even thrive in these challenging times. Johnson et al. (2009) in Education Week promoted the Public Agenda’s (publicagenda. org) most current research on how to support teachers that also indicated levels of reported stress. A cluster analysis of the survey results suggested three groups of teachers: the “disheartened,” the “contented,” and the “idealists.” Results indicated that 40 percent of kindergarten through Grade-12 (K–12) teachers are in the disheartened group (Johnson et al. 2009). When nearly one-half of classroom teachers are disheartened about their effi cacy in making a difference, concerned educators and policymakers need to fi nd out why— and how this disturbing reality can be improved. It may be that the contented teachers surveyed have mastered coping strategies that the disheartened teachers have not.
This study is focused on three concerns: (1) the sources of teacher stress, (2) the manifestations of that stress, and (3) the coping strategies teachers are using most often. To gather teacher perceptions on these issues, a survey was created and made available to teachers nationwide.
Survey Instrument
The survey questions that pertain to the causes and manifestations of teacher stress were adapted from the Teacher Stress Inventory (TSI; Fimian 1984; Fimian and Fasteneau 1990), which has been found to measure teacher stress levels validly and reliably. Like the survey instrument used in this study, the TSI is composed of a Likert-type scale that asks teachers to rate the perceived degree of an item on their overall stress level. The survey questions pertaining to coping strategies were adapted from the Coping Scale for Adults (CSA; Fredenberg and Lewis 2000). Fredenberg and Lewis’s consideration of fi ve studies using the CSA concluded that more positive outcomes were connected to “productive” coping strategies. Knowing what those productive coping strategies are may empower teachers. Other researchers interested in coping skills refer to “problem-focused strate-gies” (that address the sources of stress) and “emotion-focused coping stratestrate-gies” (that deal with emotional discomfort; Trenberth, Dewe, and Walkey 1996).
This survey was composed of eight demographic questions (state, grade taught, age, years of teaching, gender, ethnicity, ethnicity of students in school, and socioeconomic status [SES]of school: low, medium, and high), followed by 40 statements requiring a Likert-style response ranging from 1 (seldom to never) to 5 (often or always). These questions covered the following domains:
• Sources of stress questions (16): These questions dealt with time management, work-related issues, professional stress, and student discipline/motivation. • Manifestations of stress questions (10): These questions asked about the emotional
and physical reactions to stress.
• Coping behavior to stress questions (14): These questions described both positive and negative coping behaviors.
• In addition, the last question offered participants an opportunity to add a comment.
The survey is included at the end of this article in the Appendix.
Data Collection and Analysis
Participating in the survey were 1,201 K–12 teachers nationwide, 742 of whom were teaching in California. The teachers across various states were accessed from the data-bases of two universities whose master’s programs in education are offered online, with participating teachers sharing the survey with other teachers in their schools. In addi-tion, Edjoin.org, a job-search site for California educators, graciously placed the link to the survey on its Web site, resulting in responses from hundreds of California teachers. The survey was conducted through the online tool, SurveyMonkey™ during September and October 2009.
Results
Nationwide, about one-half of the participants were K–5 teachers, and one-half were Grades 6 through 12 teachers. Ninety percent of the participants reported teaching in public school settings. The others taught in private or charter schools or alternative settings. Their ages ranged as follows: 18 percent were under 30, 35 percent were 31 to 40, 26 percent were 41 to 50, and 22 percent were over 50. Females made up 83 percent of those surveyed. Males made up 17 percent. Teachers self-reported their ethnicity as seven percent African American, 45 percent Hispanic/Latino, four percent Asian, and 43 percent White.
Looking at the demographic results for California teachers in comparison to teachers in other states (as a group) is enlightening. For example, 37 percent of these California teachers described their school as “low” (most students are on free lunch), compared with 19 percent of teachers from other states. The impact of this socioeconomic factor is addressed later in this article.
Sources of Stress
The top fi ve sources of stress for teachers nationwide (and for California teachers by comparison) are as follows. The average (mean) is based on the fi ve-point response scale (see Table 1).
Comments like the following from the survey participants concur with these fi ndings:
A lot of what is being dictated to teachers sounds good on paper, but in reality doesn’t work. And, yet despite our arguments we ARE required to do them. We are not
heard any longer. How we feel about education doesn’t matter. … I feel like I shovel the curriculum down student’s throats, instead of acting as a facilitator in their learning.
My body is giving out before my mind. I have no life other than teaching. Every night, every weekend I’m grading, planning, communicating with parents. I’m never caught up. I miss having a life.
There is a statistically signifi cant difference (.05) between the reported level of stress of California teachers and of non-California teachers on 11 out of 16 survey questions (see Table 2). California respondents have a higher rating compared to non-California respondents on all of the questions. These results paint a picture of teachers who are exhausting themselves in their quest to motivate students and meet their needs. Finding time to balance the stresses of their jobs with time for family, friends, and relaxing activi-ties appears to be an ongoing challenge.
Manifestations of Stress
The top fi ve manifestations of stress for teachers nationwide (and for California teachers by comparison) are as follows. The average (mean) is based on the fi ve-point response scale (see Table 3).
Comments like the following from the survey participants frequently occurred:
After 5 years of teaching I went to a therapist to help me cope with my feelings of inadequacy and inability to “get it all done.” As a National Board Certifi ed Teacher, Teacher of the Year, and Master Teacher in [my state], I feel like an inadequate teacher who cannot control and teach her 25 students every day. I’m exhausted at the end of each and every day and often feel very defeated.
Table 1. Top Five Sources of Stress Among Teachers
California Teachers Non-California Teachers
Source of Stress M Source of Stress M
Teaching needy students without enough support is stressful.
4.21 I feel over committed at work with too many duties and responsibilities. I often take work home.
3.95
I feel over committed at work, with too many duties and responsibilities. I often take work home.
4.07 Teaching needy students without enough support is stressful.
3.86
I feel a lack of control over school deci-sions that affect me and my students.
3.92 I have little time to relax. 3.84 Teaching students who do not seem
moti-vated to learn is stressful.
3.90 Teaching students who do not seem motivated to learn is stressful.
3.83 Feeling the constant pressure of being
“accountable” is stressful.
3.89 Feeling the constant pressure of being “accountable” is stressful.
3.74
I spend hours at home in the evenings trying to keep caught up. Sometimes I go in on weekends as well. By the time I am done with meetings, and calling parents and making copies, etc., I have little time left to get things graded or recorded, much less do any planning. I get to school before 7 am, and don’t leave until at least 4:30, sometimes later—and often take things home to fi nish—and I am an effi cient, organized person. I’m tired.
Table 2. Sources of Stress Comparisons
Source of Stress California Non-California p
I don’t have enough time to prepare lessons. 3.78 3.58 .005
The testing and pacing pressure is stressful for me. 3.79 3.52 .000
Class size is too large. 3.61 3.25 .000
Teaching needy students without enough support is stressful.
4.21 3.86 .000
I feel a lack of control over school decisions that affect me and my students.
3.92 3.59 .000
My personal opinion as a teacher does not count much. 3.60 3.19 .000 I do not feel respected by those outside my profession. 3.29 3.00 .001 Feeling the constant pressure of being “accountable” is
stressful.
3.89 3.74 .022
I often feel isolated and do not feel “safe” to speak my mind with colleagues or administrators.
3.21 2.92 .000
Discipline/student behavior problems cause frustra-tion daily.
3.49 3.07 .000
I don’t feel that I have the administrative support that I need.
3.22 2.75 .000
Table 3. Top Five Manifestations of Stress Among Teachers
California Teachers Non-California TeachersManifestations of Stress M Manifestations of Stress M I feel physically exhausted much of the
time.
3.72 I feel physically exhausted much of the time.
3.65 I am not as idealistic and enthusiastic
about teaching as I once was.
3.46 I am not as idealistic and enthusiastic about teaching as I once was.
3.02 I feel overwhelmed with what is expected
of me as a teacher and have doubts about my ability to make a difference in students’ lives.
2.99 I feel overwhelmed with what is expected of me as a teacher and have doubts about my ability to make a difference in students’ lives.
2.88
Job stress has negatively affected personal relationships in my life.
2.85 I suffer from frequent headaches, stomach pains, and/or high blood pressure.
2.60 I worry a lot about my job security. 2.81 Job stress has negatively affected personal
relationships in my life.
2.44
I am currently suffering from Generalized Anxiety Disorder. I am in the process of fi guring out what meds are best for me. I am more aware now than ever just how stressful my job is.
For the manifestation of stress questions, there is a statistically signifi cant difference (.05) between California teachers and non-California teachers on eight out of 10 responses (see Table 4). California respondents have a higher rating compared to non-California respondents on all of them. That teachers feel exhausted much of the time is understand-able. Teaching is taxing work. Of great concern is the suggestion that teachers have lost much of their enthusiasm, idealism, and sense of effi cacy (the belief that their efforts can make a difference in students’ lives). Also worrisome is the perception that job stress has negatively affected their personal relationships since strong relationships are a key component for coping with stress (Botwinik 2007).
The intensity and manifestations of stress suggested in this study are worrisome for all teachers nationwide, but California teachers are of particular concern.
Coping Strategies
The top fi ve coping strategies of teachers nationwide (and for California teachers by comparison) are as follows. The average (mean) is based on the fi ve-point response scale (see Table 5).
The same top fi ve coping strategies were reported across both groups. For the coping strategy questions, there is a statistically signifi cant difference (.05) between California teachers and non-California teachers on four out of 14 responses (see Table 6). Teachers who cope successfully with the stresses of teaching rely on strong relationships with sup-portive family and friends. They choose positive attitudes, as well as humor, to sustain themselves, and they manage to carve out time for solitude, refl ection, and other benefi cial activities like exercise or hobbies.
Table 4. Manifestations of Stress Comparisons
Source of Stress California Non-California p
I feel vulnerable, unable to cope, anxious, or depressed. 2.71 2.31 .000
I have insomnia because of school stress. 2.73 2.29 .000
I feel generally irritated and impatient with students. 2.48 2.28 .004
I fi nd myself withdrawing from others. 2.44 2.13 .000
I worry a lot about my job security. 2.81 2.26 .000
Job stress has negatively affected personal relationships in my life.
2.85 2.44 .000
I am not as idealistic and enthusiastic about teaching as I once was.
3.46 3.02 .000
I suffer from frequent headaches, stomach pains, and/ or high blood pressure.
2.80 2.60 .036
The least used coping strategies for all teachers were drinking alcohol, using prescrip-tion drugs, taking a day off, exercising, and procrastinating. Unrelenting levels of stress have not prompted teachers to take days off (because doing so might jeopardize student preparation for the next round of testing). While the indication that they do not appear to use alcohol or prescription drugs as a coping mechanism is encouraging, it is troubling that few fi nd time for exercise since physical exercise has been found to be a powerful coping strategy for stress (Mayo Clinic Staff 2009).
Socioeconomic Factors
About 57 percent of participants nationwide described their schools as low SES (as measured by the number of students on free lunch); 60 percent of California participating teachers reported being in low SES schools, as compared to 50 percent of non-California teachers. Fewer California teachers also indicated that they teach in middle SES (“some students on free lunch”) to high SES (“few students on free lunch) schools than did teach-ers in other states (see Table 7).
The burden of a community’s level of poverty is brought into its classrooms, and teachers may fi nd themselves dealing with social issues beyond their teachers’ roles— problems like student hunger, gang violence, or drugs. They know that academic progress will likely suffer when a student’s basic needs are not met, and the constant awareness of
Table 5. Top Five Coping Strategies Among Teachers
California Teachers Non-California Teachers
Manifestations of Stress M Manifestations of Stress M I have good friends and family who are
there for me.
4.1 I have good friends and family who are there for me.
4.21 I have a good sense of humor that carries
me through challenges.
3.78 I have a good sense of humor that carries me through challenges.
3.87 Times of solitude help me cope with
stress at school.
3.50 Times of solitude help me cope with stress at school.
3.60 I see stress as a problem to be solved, and
I believe that I can succeed.
3.49 I see stress as a problem to be solved, and I believe that I can succeed.
3.50 I tend to have a positive attitude no
mat-ter what is going on.
3.44 I tend to have a positive attitude no matter what is going on.
3.50
Table 6. Coping Strategy Comparisons
Coping Strategy California Non-California p
I take a day off when the stress really gets to me! 2.54 2.06 .000
I drink alcohol to feel calmer. 1.81 1.51 .000
I exercise at least 30 minutes a day (walking, biking, going to the gym, etc.).
2.77 2.49 .001
I seek social support when I feel particularly stressed with school issues.
3.30 3.15 .049
these factors is woven into the fabric of their teaching day. As might be expected, teachers in low-wealth schools report higher levels of stress nationwide. On questions about the sources of stress, 11 out of 16 items are signifi cant (.05 level) when comparing socioeco-nomic groups. On all 11, teachers in low SES schools rated stress levels signifi cantly higher (.05) than did teachers of middle and high SES schools (see Table 8).
When comparing SES and manifestations of stress, teachers in low SES schools also rated seven out of 10 manifestations of stress items signifi cantly higher (.05) than did teachers of middle and high SES schools (see Table 9).
Discussion
The most typical trigger to the stress response is the perception that ones’ coping resources are inadequate for handling life demands. According to current models of stress, we are constantly taking the measure of the daily demands we experience in life and comparing this to the resources we possess for dealing with them. If our resources
Table 8. Difference in Reported Sources of Stress by Socioeconomic
Class
Sources of Stress Questions Low Middle High p I don’t have enough time to prepare lessons. 3.79 3.62 3.55 .026 The testing and pacing pressure is stressful for me. 3.82 3.56 3.37 .000
Dealing with parents is stressful. 3.06 3.29 3.35 .003
Teaching needy students without enough support is stressful.
4.15 4.12 3.66 .000
I feel a lack of control over school decisions that affect me and my students.
3.86 3.78 3.50 .004
My personal opinion as a teacher does not count much. 3.52 3.41 3.16 .014 Feeling the constant pressure of being “accountable” is
stressful.
3.91 3.81 3.50 .001
I often feel isolated and do not feel “safe” to speak my mind with colleagues or administrators.
3.22 3.01 2.84 .003
Discipline/student behavior problems cause frustra-tion daily.
3.51 3.21 2.81 .000
Teaching students who do not seem motivated to lean is stressful.
3.99 3.87 3.30 .000
I don’t feel that I have the administrative support that I need.
3.17 2.96 2.67 .000
Table 7. Comparisons of Schools by Socioeconomic Class
Participant n Low SES
Schools Middle SES Schools High SES Schools
California teacher participants 742 60% 29% 11%
Non-California teacher participants 458 50% 35% 14%
appear equal to the demands, we view them as mere challenges. If, however, demands are viewed as exceeding our resources, they become stressors and trigger the stress response. (Wood and McCarthy 2002, 1)
The results of this study suggest that teachers may be at the tipping point—not sure whether their “resources” are equal to the “demands.” If teachers experience stress over time and do not see any way out, they are candidates for burnout. Burnout has been described as a loss of idealism and enthusiasm (Matheny, Gfroerer, and Harris 2000). Maslach and Schaufeli (1993) describe burnout as having three manifestations: (1) de-personalization, (2) reduced personal accomplishment, and (3) emotional exhaustion. Burned-out teachers are apt to distance themselves from both students and other teach-ers, accomplish less, and feel emotionally empty and depressed. They no longer believe their efforts make a difference in the lives of their students. They have given up and feel powerless to change what is causing them distress. Hastings and Bham (2003) focus on student behavior as a predictor of teacher burnout. They considered “the potential role of psychological variables such as teacher self-effi cacy and coping strategies in explaining how teacher well-being is affected by student behavior in the classroom” (Hastings and Bham 2003, c.f. Abstract). They mention that burnout can impact mental and physical health as well as affect relationships, and it is connected to feelings about professional accomplishment in one’s work. Comments from teachers in this study mirror such char-acteristics of burnout:
It just isn’t fun any more. It is all about what the book says to teach and what the state standards demand, regardless of what the students need, are ready for, or are interested in. I am thinking about leaving after this, my 11th year of teaching, because I am expected to work miracles and I give up. I have a master’s degree in education.
[What stresses me most is] administrators forever dumping more on our plate to do and wanting it done without support, time, materials. I don’t have strategies to cope. Most times I am just depressed, tired, and irritable.
Table 9. Differences in Reported Manifestations of Stress by
Socioeconomic Class
Manifestations of Stress Questions Low Middle High p I feel vulnerable, unable to cope, anxious, or depressed. 2.67 2.38 2.50 .004
I have insomnia because of school stress. 2.68 2.42 2.39 .004
I feel generally irritated and impatient with students. 2.49 2.30 2.22 .018
I fi nd myself withdrawing from others. 2.42 2.19 2.18 .013
I feel overwhelmed with what is expected of me as a teacher and have no doubts about my ability to make a difference in student’s lives.
3.04 2.85 2.77 .035
I worry a lot about my job security. 2.70 2.53 2.31 .009
I suffer from frequent headaches, stomach pains, and/ or high blood pressure.
2.82 2.64 2.49 .035
Suggestions for Successfully Coping With Stress
Teachers cannot change the school, the poverty, the principal’s level of support, the number of students in the classroom, or the availability of materials. The only power teachers may have is the determination to improve and practice effective coping strategies proven helpful by teachers who have shared their successful approaches. One researcher (Botwinik 2007) asked teachers, who had successfully taught in challenging schools for more than 20 years, about their secrets for coping with stress. Their secrets/strategies make up many of the following suggestions. The quotations included are from participant comments in this study:
1. Make time for yourself: This is not a selfi sh goal. Psychologists tell us that we all need times of personal renewal to sustain our emotional health. One of the teachers in Botwinik’s (2007, 271) study advised the following: “When you leave school, focus on the rest of your life and make time for your family. Involve yourself in hobbies and organizational or volunteer work. … Consider taking a mental health day and do something special for yourself on that day.” Teachers in this study who are successfully coping with stress offered the following suggestions:
I think taking time for myself and sometimes making that a priority over every-thing is important. I can’t be all every-things to anybody and don’t try to.
I cope by spending time with friends, catching up on sleep, drinking caffeine, and taking days off when needed.
Massage seems to be the best stress reliever.
I am taking an art therapy class that seems to be helping.
2. Make time for exercise: Physical activity helps relieve stress. “Any form of exercise can decrease the production of stress hormones and counteract your body’s natural stress responses” (Mayo Clinic Staff 2009, 1). Exercise not only increases overall health and sense of well-being, but it can directly reduce stress by (1) increasing the production of endorphins (the brain’s “feel good” neurotransmitters), (2) encour-aging focus on physical movement, which lowers tension and aids calmness and mental clarity, and (3) improving the mood and lowering the symptoms associated with mild depression and anxiety (Mayo Clinic Staff 2009). The American Council on Exercise agrees, suggesting three benefi cial forms of exercise: (1) aerobic activ-ity, such as walking 20 minutes daily, (2) yoga and similar activities to help calm and relax the mind, and (3) recreational sports, such as tennis or racquetball. In a recent ABC News special report, Dr. Charles Raison (2008a) posited that a regular exercise program is the best thing one can do to enhance physical and mental health. He added: “People that exercise regularly tend to have less of a stress reaction to everything else in their life” (para. 4). Research studies agree, suggesting that people who make
exercise a regular part of their week report being less stressed than those who do not (Mayo Clinic Staff 2011, 1). Comments from teachers in this study supported these fi ndings:
Exercising has been a huge stress relief and has enabled me to come off of anxiety medications, which I was taking, I believe, due to school-related stress.
I never give up my exercise regimen! I go to the gym no matter how many papers are left to grade or lessons to plan for.
I often attend P.E. with my students and walk during their recess to calm down the anxiety of the day.
I have a Monday night yoga class that I absolutely refuse to miss! I feel wonderful for going and it keeps me refreshed.
3. Get enough sleep, and eat a healthy diet: When we are sleep-deprived, our thinking and judgment are impaired and our immune system is affected. Sleep deprivation may cause people to feel depressed, short tempered and out-of-sorts. These nega-tives are reversible with recovery sleep (Appold 2004, 1). The more challenging the situation the more important it is to get enough sleep. Researchers who focus on getting better sleep suggest the following steps: (1) Stick to a sleep schedule; (2) pay attention to what you eat and drink; (3) create a bedtime ritual; (4) make sure your room is comfortable (cool, dark, and quiet); (5) limit daytime naps; (6) include physi-cal activity in your daily routine; and (7) manage stress (Mayo Clinic Staff 2011, 1). The Better Sleep Council [BSC] (2009) conducted a survey of 2,000 Americans and found that 51 percent of them say stress from work, family, and children disrupts their sleep. They concluded that “Getting an adequate amount of sleep each night gives us energy, clear thinking and strength to deal with life’s daily stresses” (BSC 2009, 3). Teacher participants shared similar ideas:
The only thing that works for me is a strict healthy diet and LOTS of exercise. I try to get enough sleep. I told myself many years ago I would be more effective if I was rested and left those tests to be graded later. They would still be there tomorrow, and I would be better for my students if I was rested.
4. Make some time for family and friends as a support system: Botwinik (2007, 271) advised that teachers should “set up a buddy system with someone in your grade level or subject area. Sharing ideas can be helpful and save you time. Mentoring someone or having someone mentor you can also be helpful.” Teachers in this study had similar responses:
I cope by speaking to colleagues and socializing with them, creating bonds and enjoy-ing time spent with the people I work with makes the job less stressful and more bearable.
Having friends and family that care and take over some tasks when the going gets really tough makes a huge difference for me.
The elementary severely handicapped special education team in my district meets once per month which is immensely helpful and supportive. And, we LOVE to have bi-monthly happy hours, which is a great way to let off steam and discuss daily frustra-tions with people who can relate.
5. Practice meditation and solitude: A meditative technique called the “relaxation re-sponse” has been used by physicians and therapists worldwide (Benson 2000). When stressed, the body reacts with a kind of “fi ght or fl ight” response. Practicing relaxation techniques can elicit a state of relaxation in which breathing, pulse rate, and blood pressure are decreased. “In addition to its calming physical effects, re-search shows that the relaxation response also increases energy and focus, combats illness, relieves aches and pains, heightens problem-solving abilities, and boosts motivation and productivity” (Segal 2012, para. 4). Such a relaxation practice can involve simple techniques for stress relief such as deep breathing, progressive muscle relaxation (consciously tensing and relaxing different muscle groups), or taking a yoga class. All forms of meditation generally involve a quiet environment (inside or outside) where it is possible to unwind from the day’s stress. For some, a relaxation response can be elicited through yoga or massage therapy. Others might experience this relaxation response through prayer or through enjoying a quiet walk in nature. Teachers who successfully deal with stress often mentioned the value of time alone to think, evaluate, and regroup. Some mentioned seeing a counselor while others mentioned prayer, meditation, or reading motivational material. Some teachers combined “mindfulness” with their exercise program—as in taking a yoga class. Tull (2010, 1) explains the benefi ts of mindfulness this way: “Mindfulness has been around for ages. However, mental health professionals are beginning to recognize that mindfulness can have many benefi ts for people suffering from diffi culties such as anxiety and depression. In a nutshell, mindful-ness is about being completely in-touch with the present moment”:
Exercise is not just a physical activity. Exercise is good for your mind and spirit. Instead of looking at exercise as diffi cult physical exertion, try one of the following beliefs: This 30 minute time is devoted to relaxing my mind. When I exercise I give it a break from all the information it has been processing. This 30 minute time is devoted to nurtur-ing my body. When I exercise I am treatnurtur-ing my body with respect and am respondnurtur-ing to its needs. This 30 minute time is devoted to caring for my spirit. When I exercise I am purposely spending time away from the pressures of my daily life. (Ryan 2011, 1)
Teachers in this study had similar responses:
I’m working on incorporating a more mindful daily trot on the treadmill. I recently read an article about prayer and meditation during walking that “feels” right to me. That starts tomorrow.
I go for a walk by myself or go home and just sit down and relax while the house is quiet. I sometimes take a long hot shower or bubble bath.
Lots and lots of prayer and reading are two ways I cope, and as a writer, I often address my concerns with characterization and plot.
6. Indulge your sense of humor and determine to include some “fun” in your teaching every
day: Humor has connections to resilience—that ability to handle life’s challenges
effectively:
If you’re able to laugh at life’s frustrations, you can have increased immunity … to stress and adversity. Those with a sense of humor about life tend to experience life as less stressful, are able to bond with others during diffi cult times, and experience the numer-ous benefi ts of laughter. If you can take a step back from diffi cult situations long enough to maintain your sense of humor, you will be more resilient too. (Scott 2011, ¶7)
Teachers are often at the mercy of “pacing” guides that force them to march lockstep through a subject by benchmark dates where testing is required. Nevertheless, it is criti-cal to fi nd a way to include an art project, a game, or some humor during the day. State standards do dictate what teachers are to teach. They do not, however, dictate how those standards must be met. Teachers need to look for opportunities for teaching a lesson in an engaging, high-interest way. One practicing teacher (Done 2006) advocates telling stories and jokes, taking a short break from one’s routine, or using cartoons and music with regularity. His examples include the use of props (like wigs, hats, or lab coats) for lessons occasionally, acting out concepts, and using mnemonics when helpful. He cites one of his former teachers as an example of a teacher who adds fun to the classroom experience:
I remember hating subtraction until I had Miss Greco. She used to wave goodbye to the numbers on the chalkboard before she borrowed and carried them. Sometimes she even pretended to cry as she crossed them out. The whole class would laugh out loud. Suddenly subtraction became far less threatening. (Done 2006, 35)
Based on comments from the study participants, they too perceive the value of humor:
I have learned to be fl exible and to take care of one thing at a time! If I couldn’t laugh about everything that happens at school, I wouldn’t survive. My sense of humor is my life-saver.
Gotta have a sense of humor … even when disciplining a student. … Remember— they’re just kids!! If we take the time to notice each individual student, most of them just want to please us.
7. Determine to display a positive attitude and let things go that are out of your control: A positive mental outlook is a “protector against feeling unhappy when one is stressed out; but it may also protect people from the physical damages that occur in the body as a result of stress” (Raison 2008b, para. 2). Researchers from the Mayo Clinic agree. The health benefi ts that positive thinking may provide include (Mayo Clinic Staff 2010, 2) the following:
• Increased life span • Lower rates of depression • Lower levels of distress
• Greater resistance to the common cold • Better psychological and physical well-being • Reduced risk of death from cardiovascular disease • Better coping skills during hardships and times of stress
In order to change negative self-talk to thinking that is more positive, the research-ers suggest practicing new habits: (1) notice and evaluate your thinking during the day; (2) be open to humor and seek humor in everyday events; (3) follow a healthy lifestyle (eating and exercise); (4) surround yourself with positive people; and (5) practice posi-tive self-talk.
Teachers in this study made similar comments:
Being happy and positive are choices we make every morning when we get out of bed. We choose what kind of a day it is going to be, regardless of what the day has in store for us.
I tend to keep a realistic perspective about what issues are truly under my control and which are out of my “sphere of infl uence.” I try to refl ect on at least one success a day, rather than focus on the challenging situations that have occurred.
Do all you can and let the rest go!
Conclusion
Student academic improvement is a worthy goal, but it is not achieved in isolation. Teachers’ attitudes and performance are critical to that endeavor. Learning to cope with stress successfully has multiple benefi ts for teachers, and the suggestions in this study offer some valuable options that may improve a teacher’s sense of well-being. Concern for the effects of unrelenting stress in the lives of our teachers cannot be minimized or ignored. Policymakers and educators must realize that good teachers can succumb to burnout and work actively to demonstrate that concern. It is true that “children are our future,” but teachers lead the way. For the good of our students as well as our society, the subject of teacher stress deserves our attention and our support.
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Appendix
Teacher Stress and Coping Strategies Survey
Demographic questions.
1. Grade level taught (K-5; 6-8; 9-12) 2. Age (under 30; 31-40; 41-50; over 50) 3. Years of teaching experience (1-5; 6-10; 11+) 4. Gender (M, F)
5. Socio-economic status (SES) of your school (Low, Middle, High) 6. Your ethnicity (African American, Hispanic, Asian, White, Other)
7. Ethnicity of student population (most are African American, Hispanic, Asian, White, Other)
8. State where you teach
Sources of stress questions
Time Management
I feel over-committed at work with too many duties and responsibilities. I often 1.
take work home.
I have little time to relax. 2.
I have a hard time balancing my work life with my personal life. 3.
I don’t have enough time to prepare lessons. 4.
Work-related
The testing and pacing pressure is stressful for me. 5.
Dealing with parents is stressful. 6.
My class size is too large. 7.
Teaching needy students without enough support is stressful. 8.
Professional Stress
I feel a lack of control over school decisions that affect me and my students. 9.
My personal opinion as a teacher does not count much. 10.
I do not feel respected by those outside my profession. 11.
Feeling the constant pressure of being “accountable” is stressful. 12.
I often feel isolated and do not feel “safe” to speak my mind with colleagues or 13.
administrators.
Please rate each behavior or attitude from 1-5. 1 means seldom or never. 5 means often
or always. Your responses will remain anonymous, and you can stop taking this survey
at any time. Submitting your survey constitutes your consent at a participant. Thanks so much for your help on this important topic.
Discipline and Motivation
Discipline/student behavior problems cause frustration daily. 14.
Teaching students who do not seem motivated to learn is stressful. 15.
I don’t feel that I have the administrative support that I need. 16.
Manifestations of stress questions
Emotional /physical reactions to stress
I feel vulnerable, unable to cope, anxious, or depressed. 17.
I have insomnia because of school stress. 18.
I feel generally irritated and impatient with students. 19.
I fi nd myself withdrawing from others. 20.
I feel overwhelmed with what is expected of me as a teacher and have doubts about 21.
my ability to make a difference in students’ lives. I worry a lot about my job security.
22.
Job stress has negatively affected personal relationships in my life. 23.
I am not as idealistic and enthusiastic about teaching as I once was. 24.
I suffer from frequent headaches, stomach pains, and/or high blood pressure. 25.
I feel physically exhausted much of the time. 26.
Coping Behavior questions
I take a day off when the stress really gets to me! 27.
I tend to procrastinate when my stress level is high. 28.
I take over-the-counter or prescription drugs that help me feel better. 29.
I drink alcohol to feel calmer. 30.
I exercise at least 30 minutes a day (walking, biking, going to the gym, etc.). 31.
I have good friends and family who are there for me. 32.
I seek social support when I feel particularly stressed with school issues. 33.
I regularly use prayer or meditation to help me feel peaceful. 34.
Times of solitude help me cope with stress at school. 35.
I make time to enjoy a hobby—even when I am busy with school. 36.
I make it a point to eat healthy food, get adequate sleep, and maintain a healthy 37.
weight.
I see stress as a problem to be solved, and I believe that I can succeed. 38.
I tend to have a positive attitude no matter what is going on. 39.
I have a good sense of humor that carries me through challenges. 40.
Thank you for your participation in this survey. If you would like to know the results of this study on teacher stress, please contact me at [email protected] I will be happy to send you the results.
Please add any further comments on what causes you the most stress as well as your strategies for coping with stress.
