There Are Four Main Sources of Teacher Stress

School Organization: Leadership, Climate and Culture

Job Demands

Work Resources: Support and Autonomy in Decision-Making

Teachers’ Personal Resources and Social-Emotional Competence- When high job demands and stress
are combined with low social-emotional competence (SEC) and classroom management skills, poor
teacher performance and attrition increase.

Teachers’ psychological stress also affects their physical health. In a study of high school teachers, 46
% of teachers were diagnosed with excessive daytime sleepiness and 51 % with poor sleep quality,
compromising health, quality of life, and teaching performance.22 Chronic work stress and
exhaustion among teachers is associated with negative changes in biological indicators of stress23
and chronically stressed teachers show atypical daily patterns of physiological stress reactivity
(cortisol).

Teachers Who Participate in Stress Management Programs Report Mental and Physical Health
Benefits. Mindfulness and stress management based professional development programs foster
teachers’ ability to focus their awareness in the present moment in a non-reactive manner,
connecting to their own experience and to others with ease, patience, and kindness.68,69,70 Skills
are taught using sequenced exercises such as body scans, breath awareness, meditative movement,
greater emotional awareness, and the cultivation of positive emotions towards self and others. Well-
designed studies have shown psychological and physiological benefits as well as In the largest study
to date, 224 K-5 teachers from 36 urban public schools were randomly assigned to mindfulness
training or control. Those who received mindfulness training showed improved levels of mindfulness
and emotion regulation skills and lower levels of personal distress.73 They also showed significant
improvements in their observed instruction. Other studies with the same or similar intervention
models have shown positive effects on occupational stress and burnout,74,75 and in a study of
special needs teachers, mindfulness training led to lower stress and anxiety and greater personal
growth, empathy, and forgiveness.76 Although few studies have assessed teachers’ physiological
changes, findings suggest mindfulness practices can lead to reductions in physiological stress,
including lower levels of cortisol and blood pressure,77,78,79 and positive effects on sleep quality.

The school environment - factors affecting teachers' morale, performance and status

Work load
The 'Overcrowded Curriculum'
Lack of Control over the Curriculum /The Pace and Scope of Change in Schools / The Time Devoted
to Non-Core Teaching Tasks
The Requirement to Teach Unfamiliar Subjects Vocational Education Class Size
Teacher Interrupted: Work Stress, Strain, and Teaching Role
Rosie Mulholland, Andy McKinlay, John Sproule
A sample of 399 secondary school teachers (156 males, 243 females, 18 schools) responded to a
survey questionnaire containing one measure of stress and two measures of strain. The Stressors in
Teaching Scale (SITS), developed specifically to place work stress within the Scottish “teaching”
context (Mulholland, 2005), gauged work stress. The General Health Questionnaire-30 (GHQ-30;
Goldberg, 1972) and Glasgow Symptom Checklist (GSC; Mahmood, 1999) presented a unique
opportunity to compare teachers’ perception of strain with a “general” and “clinical” population.
Positive correlations were observed between work stress and strain. Perceptions of work stress and
strain differed significantly according to teaching role. Quantitative job demands (e.g., “workload”)
was the main predictor of strain, and middle managers, who held leadership and classroom teaching
responsibilities, reported this feature of work and “changing demands” specifically, as significantly
more stressful than senior managers. Middle managers’ experiences of work were reflective of a
“pile-up” of stressors, indicative of quantitative and qualitative overload. Crucially, 22% of middle
managers recorded strain scores (GHQ-30 case) indicative of psychiatric morbidity, and
approximately 67% had experienced feelings of “personal ineffectiveness” and “depression” (GSC),
normally associated with a “clinical” population. The unique interaction of “stressors” associated
with teacher role, job demands, and job resources highlighted a range of risk factors (e.g.,
“workload,” “teaching-learning interface,” “professional ethos,” “change,” and “role”) that have the
potential to affect health in the long term.

Occupational Stress, Burnout, and Health in Teachers: A Methodological and Theoretical

Analysis
R Sergio Guglielmi, Kristin Tatrow
The health effects of teacher stress and teacher burnout are reviewed separately in this
article. Although the literature generally lends support to the hypothesis that occupational
stress and burnout are associated with poor health in teachers, confidence in this conclusion
is weakened by the serious methodological and conceptual difficulties that pervade this
area of research. In particular, reliance on cross-sectional retrospective designs, exclusive
dependence on self-report measures, and failure to adopt a theoretical framework as a
guide for empirical investigations are identified as major threats to the validity of the
findings reported. It is concluded that this area of research is ready for a shift to theory-
based investigations that test causal models of teacher stress and health with more
sophisticated research designs and measurement strategies.

Consequences of Job Stress for the Mental Health of Teachers

Irvin Sam Schonfeld, Renzo Bianchi, and Peter Luehring-Jones

This chapter examines research on the relationship between job stressors and mental health
(depressive symptoms, burnout, and mental disorders such as depression) in teachers. Teachers are
exposed daily to job stressors (e.g., student disruptiveness) that have been linked to adverse mental
health effects. Epidemiologic research indicates that when compared to members of other groups,
teachers experience higher rates of mental disorder, although some studies question that
conclusion. Large-scale studies indicate when compared to members of other occupational groups,
teachers are at higher risk for exposure to workplace violence, with its adverse mental health
consequences. Longitudinal research has linked teachingrelated stressors to depressive and
psychosomatic symptoms, alcohol consumption, and burnout. Research on the efficacy of workplace
coping has been weak. Recent research suggests that burnout may be better conceptualized as a
depressive syndrome than a separate entity

Committed, inspiring, and healthy teachers: How do school environment and motivational
factors facilitate optimal functioning at career start?

Author links open overlay pane

lClaudeFernetaSarah-GenevièveTrépanierbStéphanieAustinaJulieLevesque-Côtéa

This study aimed to deepen the understanding of the role of work motivation in teachers at
career start. Participants were 589 beginning French-Canadian teachers working in public
elementary and high schools. In addition to situating the forms of motivation (autonomous
versus controlled) that drive teachers in the three first years of their career, the results
provide support for a model explaining the motivational pathways by which school
environment factors (work overload, control, recognition, and sense of community) relate
to teachers’ psychological health (emotional exhaustion), attitude toward the job
(occupational commitment), and behaviors in the classroom .

Work Environment Characteristics and Teacher Well-Being: The Mediation of Emotion

Regulation Strategies

Hongbiao Yin,1 Shenghua Huang,1 and Wenlan Wang2,*

Based on an adjusted Job Demands-Resources (JD-R) model that considers the mediation of personal
resources, this study examined the relationships between two characteristics of teachers’ work
environment (i.e., emotional job demands and trust in colleagues) and two indicators of teachers’
well-being (i.e., teaching satisfaction and emotional exhaustion). In particular, the study focused on
how emotion regulation strategies (i.e., reappraisal and suppression) mediate these relationships.
Data collected from a questionnaire survey of 1115 primary school teachers in Hong Kong was
analyzed to test the hypothesized relationships. The results of structural equation modeling
indicated that: (1) the emotional job demands of teaching were detrimental to teacher well-being,
whereas trust in colleagues was beneficial; (2) both emotion regulation strategies mediated the
relationships between both emotional job demands and trust in colleagues and teacher well-being;
and (3) teachers who tend to use more reappraisal may be psychologically healthier than those tend
to adopt more suppression. These findings support the applicability of the JD-R model to school
settings and highlight the role of teachers’ emotion regulation in teachers’ well-being. Implications
for the improvement of school environments and teachers’ well-being are identified.
Physical education teachers - wellbeing and its relation with gender

Jorge Both1*, Adriano Ferreti Borgatto2, Carlos Augusto Fogliarini Lemos3, Vitor Ciampolini2, Juarez
Vieira do Nascimento2

The objective of this study was to evaluate the relation between gender and physical
education teachers’ wellbeing in southern Brazil, considering the socio-environmental (job
satisfaction) and individual (lifestyle) parameters. A total of 1653 teachers (741 men and 912
women) in the states of Paraná, Santa Catarina, and Rio Grande do Sul were surveyed. The
instruments used for data collection were QVT-PEF and PEVI, as well as a socio-demographic
and professional questionnaire. The results confirm findings concerning dissatisfaction of
physical education teachers regarding remuneration, work conditions, job autonomy, work
and total life space as well as an overload in women’s daily lives. In relation to lifestyle,
women showed better eating habits; however, they also showed lower levels of positive
behaviour in the components of relationships, and stress control. Therefore, the authors point
out to implementation of public policies to ensure more equitable treatment regarding gender
issues in the work environment, as well as regarding physical education teachers’ personal
aspects.

Evaluating the relationship between physical education, sport and social inclusion

Richard Bailey *Focusing upon the recent policy context within the UK, this paper offers a review
of the evidence related to the outcomes of the participation of children and young people in
curricular physical education and sport. Particular attention is paid to potential contributions that
such activities can make towards social inclusion and the development of social capital. The review
suggests that there are some areas for which there is a considerable amount of evidence in favour of
a positive relationship with participation in these activities (such as physical and mental health), and
others for which further research remains necessary (such as cognitive and academic development,
crime reduction, truancy and disaffection). In general, however, it is evident that much more
empirical research is necessary if the benefits of sporting participation for young people and society
are to become much more than a theoretical aspiration.

BURNOUT IN SECONDARY SCHOOL PHYSICAL EDUCATION TEACHING

Michael Spittle, Peter Kremer, Steven Sullivan

This study examined the levels of burnout among secondary school physical education teachers.
Specifically, it tested whether levels of burnout differed for teachers according to their age and
gender. A cross-sectional survey of 49 (41% male) physical education teachers, aged 25 to 63 (M =
37.0, SD = 8.7 yrs), was used to collect personal and school specific information and reported levels
of burnout on dimensions of emotional exhaustion, depersonalisation, and personal
accomplishment using the Maslach Burnout Inventor. The results indicated that overall, physical
education teachers reported moderate, low and low-moderate levels of burnout on emotional
exhaustion (M = 21.0), depersonalisation (M = 4.7), and personal accomplishment (M = 38.6)
dimensions respectively. Burnout scores did not differ for gender and only scores on the personal
accomplishment dimension differed for age, with younger teachers reporting lower levels of
accomplishment, indicative of higher burnout. No significant Gender x Age Group interactions were
observed for either the emotional exhaustion or personal accomplishment dimensions but the effect
was significant for the depersonalisation dimension; younger male teachers reported higher scores
(moderate level) for depersonalisation than older male teachers (low level), while both younger and
older female teachers reported equally low scores (low levels). The findings indicate that younger
physical education teachers experience moderate levels of burnout and this seems to be particularly
true for young male teachers. The training of physical education teachers should consider how to
best prepare teachers to cope with the demands they face as they move into teaching.

Perceptions of Controlling Teaching Behaviors and the Effects on the Motivation and
Behavior of High School Physical Education Students
Juan Antonio Moreno-Murcia,1,* Elisa Huéscar Hernández,2 and Lorena Ruiz2

The purpose of this study was to examine the effects of controlling teacher behavior on high school
physical education students’ global intrinsic motivation, perceptions of the importance of the
subject matter, intentions to be physically active, level of physical activity, and life satisfaction. The
sample in this study was comprised of 416 Spanish high school students. Support for the study’s
expectations was provided through structural regression analysis. The analysis revealed that a
controlling teaching style was negatively associated with the global intrinsic motivation of the
students. In turn, global intrinsic motivation predicted the perceived importance of the subject
matter, which explained physical activity intentions. Physical activity intentions were positively
associated with level of physical activity, which, in turn, explained life satisfaction. The knowledge
obtained in this study can be of benefit to teachers and can be beneficial to the design of more
adaptive learning environments for students.

Physical education teachers’ professionalization: A review of occupational power and

professional control
Konstantin Kougioumtzis, Göran Patriksson, Owe Stråhlman
This article reviews research on physical education (PE) teachers’ professionalization considering
their relative position at schools and in the community as well as their control over the lesson
formation. The position considers issues of prestige, status and esteem while lesson formation
regards constitutional, organizational and physical frames. Despite limitations connected mainly to
cross-country generalization issues, some major tendencies can be described. In relation to prestige
there is a shortage of qualified personnel, while portraying status, signs of marginalization and
isolation at schools can be showed. Depicting esteem, PE teachers’ own perceptions are rather
positive, while pupils, colleagues and parents show some mistrust. Focusing on constitutional
frames, PE teachers’ role in curriculum implementation is complex. The impact of organizational
frames is obvious as available teaching time for PE is eroded. The issue of physical frames is serious
as a gap exists between curriculum and facilities, equipment as well as available educational
material.
Evaluation of Health Promoting Life-Style Profile with the Body Composition of Physical
Education Teachers and Other Branch Teachers ungkono Sanusi ,Marcelo Laia ,natesan
geetha
Healthy lifestyle comprise some physical fitness parameters related with health. In other words,
physical fitness is the important determinant for various health responsibilities, nutrition and
metabolic events. So if we suffer from any health problems, it is a result of inactive life style. In spite
of the well-known benefits of physical activities and exercise, few individuals do not participate in
regular physical activities and exercise. Objective: This research aimed at analyzing the body
composition and Healthy Lifestyle Profile Behaviors (HPLP-II) between physical education teachers
who perform physical activities frequently as an occupation and other branch teachers who do not
embrace any such activities. Results: 353 Physical Education and 439 different branch teachers were
sampled for this research. Body compositions were obtained through bioelectricity impedance
methodology and healthy life styles were measured with 'HPLP-II scale'. The significance levels were
taken as p<0.05. A significant difference (p<0.05) was observed between waist circumference and
Waist-to-Hip Ratio. In one hand, it was observed that there is only one difference between HPLP-II
scale nutrition habit percentage points whereas on the other hand, a meaningful difference was
observed in favor of Physical Education teachers between health responsibilities, exercise,
realization of oneself, support between people, management of stress and total scores of scale. It
was confirmed that 64.3% male teachers and 79.4% female teachers have normal weight interval in
conformity with their body types. It was observed that male physical education teachers are
overweight in comparison with other teachers. However, there was no important difference in terms
of body composition between Physical Education teachers and other teachers. Female teachers,
generally, in comparison with male teachers, face challenges such as child birth kilos, malnutrition
habituations, body composition changes in relation with sedentary life style and obesity problems.
From this study, it can be inferred that the teachers' obesity level increases for both PET and OBTs.
Conclusion: It has been observed that female teachers, generally, in comparison with male teachers,
face obesity problems. The changes in body composition add risk and act as root cause of diseases.
As a result, physical inactivity and sedentary life style cause risk factors (global mortality, obesity,
cardio-vascular disorders, cancer, diabetes, mental health, chronic illness, disability e.g.) for humans.
In order to lead a long and healthy life, each individual should take pains over healthy nutrition,
following a regular exercise program and keeping average body weight.

An oral health promotion program for the prevention of complications following

avulsion: the effect on knowledge of physical education teachers 2006
ilana brin Gideon Holan Harold Sgan-cohen

The aim was to assess the knowledge levels of physicaleducation teachers before and
after a seminar, presented by dentalfaculty as part of a community outreach program,
in which theneed for immediate treatment because of avulsion of permanentteeth has
been emphasized, and to compare knowledge levels of teachers who attended the
seminar with those who did not.Physical education teachers attended a seminar presented by
seniorfaculty of the Hebrew University–Hadassah School of DentalMedicine as part of
an educational campaign in the community.The seminar included clear instructions on
the appropriatetreatment of avulsed permanent teeth, which were appropriate
forphysical education teachers. The teachers completed two multiple-choice self-
administered anonymous questionnaires related toimmediate treatment they could
provide in cases of permanentteeth avulsion. One hundred and twenty-six teachers
completedthe first questionnaire, 2 months before the seminar. One hundredteachers
completed the second questionnaire 10 months after theseminar. Of these, 70
attended the seminar and 30 did not. Thirty-two teachers who attended the seminar
had completed bothquestionnaires. The percentage of teachers who provided expected‘correct’
answers in the first questionnaire (11% and 16%) wassignificantly lower than that
in the second questionnaire (23% and68%). The percentage of teachers who provided
correct answers inthe second questionnaire among those who attended the
seminar(24% and 69%) was not significantly different from those who didnot attend
the seminar (20% and 66%). An educational campaignin the community with a seminar
targeted towards a cohort of physical education teachers can improve the knowledge
of theteachers, even those who did not attend the seminar, probably bymeans of a
contamination effect. Despite the improvement, whichwas found, the level of knowledge
after the campaign remained low and more public health promotion efforts are indicated .
Assessment of Occupational Stress, Job Satisfaction and Mental Health among Physical
Education Teachers Working in Public School and and Government Schools at Delhi and
NCR "
Chetan Kumar
The purpose of the study was to Assessment of Occupational Stress, Job Satisfaction and Mental
Health among Physical Education Teachers working in Public Schools and Government schools at
Delhi and NCR. For this study, 298 male and female Physical Education Teacher's from various
private and government schools of Delhi and NCR were selected via simple random sampling as a
subject. All the subjects belonged to different states and union territories of India and all the
subjects had a minimum of two years job experience in a same school. The qualitative measurement
of each subjects were taken with the help of standardized Occupational Stress Index (OSI), Job
Satisfaction Scale (JSS) and Mental Health Battery (MHB). In order to ascertain significance of
difference between the two groups the independent 't' was employed and the level of significance
was set at 0.5. The results of this study are able to provide some insights that can be considered as
intervening elements of occupational stress, job satisfaction and mental health higher secondary
level school Physical Education teachers of India.

High Occupational Stress & Low Job Satisfaction: Eroding Factors for the Upliftment of Physical
Education Teachers
Chetan Kumar
In the 21st century, Physical Education is not physical training itself or simply body building or mass
drill or pertaining to physical fitness alone. It has emerged as a multi-dimensional discipline. Physical
Education has a special significance unique role and has made unlimited contribution in the modern
age as it caters to the biological, sociological and psychological necessities of the man. Somehow,
the profession of Physical Education is struggling very hard to make its appropriate place in the
academic system in India which is definitely unfortunate. There are problems with Physical
Education Teacher’s ( PET’s) having too many classes to teach in a week/day and teaching
overcrowded and very large classes is difficult especially at the secondary level with 50-60 students
in the same class. Sometimes there is a lack of respect from others about the profession of physical
education .PET’s constantly have to educate others about the ‘New’ concept of Physical Education
which is developmentally and instructionally appropriate. Now this profession is not confided to
teach games and sports on the playfields alone but is very strongly academic as well.

Occupational Stress among the Teachers of the Higher Secondary Schools in Madurai District,
Tamil Nadu Dr. S.S.Jeyaraj 5 (Jan. - Feb. 2013),

The aim of the study is to determine the Occupational Stress level of Government and Aided Higher
Secondary School Teachers living in different socio-cultural and economic situations. The scale used
in the study has been developed by researches. 185 Aided school teachers and 120 Government
teachers have participated in the present study. At the end of the study it was seen that Aided
school teachers have more occupational stress levels than Government school teachers. There is a
meaningful difference in the stress level points of Government and Aided Higher Secondary
Teachers. Policy makers are advised to analyse the teacher training and assessment system with the
assumption that personal and social characteristics and working conditions may have an effect on
teacher occupational stress. Results also showed that teachers who reported greater stress were
less satisfied with teaching, reported greater frequency of absences and a greater number of total
days absent, were more likely to leave teaching (career intention), and less likely to take up a
teaching career again (career commitment).Implications for further research are also discussed.

A comparative study of Anxiety and Job Stress between private school teachers and
government school teachers. Arun kumar and Dr. V.N Yadav 2014

Teachers mean the trained people who do their best efforts to make the future bright of the
students. Meaning of teachers is equal for the students whether in private school or in govt. school.
But in this context teachers are perceived differently by our society because the private schools
provide very poor facilities to the teacher in the comparison of govt. schools i.e. poor salary norms,
job insecurity, low increments, and no others allowances etc. All these make the perception of our
society discriminative among private school teachers and this discriminative behaviour become the
private school teachers more anxious, depressed, frustrated etc. The present study was conducted
to measure the level of anxiety and job stress between private school teachers and govt. school
teachers. A total number of 120 teachers including 60 private and 60 govt. school teachers were
selected randomly from various private and govt. schools of Bhiwani city, Haryana. To analyse the
obtained data Means, SDs, and t-ratio were computed by SPSS software. Results revealed that
teachers of private school were more stressed and anxious significantly as compared to teachers of
govt. school.

Organizational climate, Length of teaching and Sex on Work Engagement of Higher

Secondary School Teachers (2014)
Manikandan K

Work Engagement, length of teaching, organizational climate, and employees’ sex have
immense impact in an organization especially in a educational setup. This study attempts to
examine the role of organizational climate, length of teaching and sex on work engagement
among teachers. A three-way factorial ANOVA was used to analyze the data and results
revealed that work engagement of school teachers is independent of sex and organizational
climate. But length of teaching has considerable role in work engagement. Two-way interaction
was found to be significant and the graphical analysis showed that organization climate interacts
at length of teaching below five and above eleven years and length of teaching interacts with sex
between six to ten years.

Occupational Stress, Work Engagement and Work Environment as Predictors of Job

Satisfaction among Primary School Teachers in Ebonyi State, Nigeria
Nwankwo Okechukwu ,Ronald Oginyi, Okechukwu Nwankwo (march 2018)

This study investigated occupational stress, work engagement and work environment as predictors
of job satisfaction among 300 primary school teachers in Ebonyi State, Nigeria. Data were collected
from volunteers through occupational stress scale, work engagement, work environment scale and
job satisfaction scale. Consistent with the three hypotheses stated, the results of regression analyses
showed that occupational stress,work engagement and work environment were all significantly and
positively related to job satisfaction. It has implications for ministries of education, organisations,
and individuals to view job satisfaction as key to high productivity. Organisations should encourage
and train workers in other to achieve optimal performance. The study concluded that ministries of
education need to understand the importance of negative impact of occupational stress, work
engagement and work environment in other to maximize job satisfaction of their teachers.

A Study on Job Stress, Job Performance, and Employee Job Satisfaction among Female
Employees of Automotive Industries in India 1 Dr. C. Swarnalatha and 2 Mr. G. Sureshkrishna
(January 2014)

Job stress is an important factor among female employees of automotive industries. Stress not only
affects the physical, psychological and financial balances of an employee but also the employers as
well. Stressed employees not only lose their work days but also results in loss of productivity of the
organization. The job stress helps in determining the level of job performance and job satisfaction
among the female employees. The main reason behind job stress is that leaders and managers of the
organization do not understand the problems faced by female employees in the organization. This
make the female employee feel fatigue, job stress and affects their job performance and satisfaction
level. Objective: This paper focuses on the female employees of automotive industries in India to
determine their job stress, job performance and satisfaction level. Results: The result shows that
there is no job stress based on the educational background of the female employees. Also the job
performance and job satisfaction were not affected by educational background. Compared with
regression methods and correlation , a significant positive relationship exist between job stress and
job performance and the outcome shows the job satisfaction level of female employees of
automotive industries in India. Conclusion: This research proposed a framework to show the job
stress among, job performance and job satisfaction among the female employees of automotive
industries in India. The female employee low level of job stress and high job performance leads to
increase in job satisfaction level. The working environment in the automotive industry makes the
female employees enjoy the organizational climate. This consequently increases the productivity and
profit of the organization.

Examination of Emotional Abuse on Physical Education and Sports Teachers (September

2016)
Barış Karaaoğlu

Purpose of this study is to make an examination of emotional abuse, which is applied to physical
education and sports teachers, in terms of gender, age, education status, working year, employee
number in the institution and provinces they work. With this purpose, sampling is consisted with 613
physical education and sports teachers chosen with random method and work in Kayseri, Yozgat,
Aksaray, Kirsehir and Nigde provinces. For the gathered datum and independent variances t-test and
one-way variance analysis were done. According to results that were acquired from research it was
determined that depend on employees' seniority year, age and working province while there was
not a difference at a meaningful level in the point averages of emotional abuse (mobbing) in the
work place, there was a difference at a meaningful level found in the point averages of sub
dimensions depend on gender, education status, manager gender and employee number in the
institution variance. As a result, in dealing with emotional abuse both managers and teachers need
to be realized for the importance of this issue. If there are not cautions taken for the emotional
abuse it will be spread and harmful. And this situation creates a stressful environment for teachers;
decrease their job loyalty, motivation and productivity. For these reasons it is thought that in the
schools, managers and teachers are needed to care their emotional atmosphere control,
sensitiveness trainings and personal developments.

PERCIEVED STRESS AND PSYCHOSOMATIC HEALTH AMONG WOMEN TEACHERS IN KERALA

Daisy Zacharia (2014) The main purpose of this study is to study perceived stress and psychosomatic
health among women teachers in Kerala. This study looks into the stress women face in the different
aspects of life like work, family life, abuse and a many other factors and also looks into the
psychosomatic health issues faced by them. This study uses mixed method so that one overcomes
the limitation of other an a better understanding of the topic is attained.

Effect of Salary and Stress on Job Satisfaction of Teachers in District Sialkot, Pakistan
SaqibUsman, M. Tahir Akbar, Dr. MuhammedRamzan 2015

Objective of the Study The objective of the study was to check which factors contribute to job
satisfaction of teachers in various colleges of Sialkot. Methodology Questionnaires were sent to 100
teachers and 87 were returned by respondents. Data were analyzed with descriptive statistics and
correlation and regression was also applied. Results From two independent variables only salary of
the teachers was significantly affecting the job satisfaction of teachers. Conclusion and
Recommendation It can be concluded that management of these colleges should pay attention to
salary of the teachers to increase job satisfaction of the teachers. Limitations of the Study Due to
resource constraints and time limitations, only limited numbers of surveys were distributed in Daska
(sub-division of District Sialkot).To obtain more accurate results about overall condition of job
satisfaction more surveys could be distributed to other sub divisions and districts of Pakistan.

Effect of Greece’s New Reforms and Unplanned Organizational Changes on the Stress
Levels of Primary School Teachers
Anna Maria Mouza, Dimitra Souchamvali, 2016,

As a result of the global economic crisis, a number of new policies have been implemented
in Greece’s public sector including salary and benefit reductions, redun-dancies, relocations,
and performance assessments using the forced distribution method. To determine the
effects of newly imposed legal and operational rules on stress, valid responses from 367
primary teachers were selected. Socioeconomic and working variables such as Sex, Age,
Work Experience, Educational Level, Working Status, Type of Employment, Salary, Teaching
Class, and the Number of Students in the Class room were initially considered. Logistic
regression was applied given that perceived stress (i.e., the dependent variable) was
identified as a binary variable. It was found that occupational insecurity is higher in teachers
who receive low salaries, teach more than one grade, and do not hold a managerial
position. Those who teach lower grades and classes with higher numbers of students feel
more anxious because of performance appraisals using the forced distribution method. It
was also found that permanent teachers and those on low salaries feel more stressed
because of the reduction of salary and benefits. This study reveals thatthe factors increasing
perceived stress under unplanned organizational changes are related to work variables and
exogenous factors that teachers cannot control. These factors are the reduction of wages,
job insecurity, and assessments using the forced distribution method.Further proposals are
cited regarding the factors that may buffer the effects of teachers’stress and insecurity.

A REVIEW OF THE NEW APPROACHES AND PROBLEMS OF THE TURKISH TEACHER

EDUCATION SYSTEM
Salih USUN

The aim of this descriptive study is to review of the new approaches and problems of the Turkish
teacher education system and to present some suggestions to solve the mentioned
problems.The study, firstly, introduces the current Turkish teacher education system with some
certificate programs and projects; explains the new approaches such as the process of standards
and accreditation and the restructuring of Turkish teacher training system and using of
instructional technologies in teacher training in Turkey ;discusses the general problems related to
the education system of Turkey ; than the problems on updating teacher education and
professional development; and finally, on the standarts and accredidation and using of
instructional technology in teacher education in Turkey .The final section of this paper consists of
firstly general suggestions; than the suggestions on updating teacher education and professional
development and finally , on the standarts and accredidation and using of instructional
technologies in teacher education in Turkey.