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Managing stress and feelings of mastery among Swedish comprehensive school teachers

Artikel i vetenskaplig tidskrift
Författare Christian Jacobsson
Anders Pousette
Ingela Thylefors
Publicerad i Scandinavian Journal of Educational Research
Volym 45
Nummer/häfte 1
Sidor 37-53
Publiceringsår 2001
Publicerad vid Psykologiska institutionen
Sidor 37-53
Språk en
Ämnesord Stress management; teachers; comprehensive schools
Ämneskategorier Övrig annan samhällsvetenskap

Sammanfattning

ABSTRACT The purpose of this study was to create guidelines for stress management intervention by investigating the relationship of 12 factors with stress reactions (emotional exhaustion and irritation) and feelings of mastery among Swedish comprehensive school teachers. Data were collected via a questionnaire distributed to 928 teachers in 27 schools. The response rate was 89%. Multiple regressions were conducted on colleague support, cooperation, coordination problems, goal clarity, learning orientation, manager support, negative feedback, positive feedback, pupil misbehaviour, teacher age, work control and perceived work demands, all as independent variables. Perceived work demands was treated as a dependent variable in an additional regression analysis. Teacher stress reactions were best predicted by perceived work demands, pupil misbehaviour and negative feedback. Feelings of mastery were best predicted by learning orientation, positive feedback and goal clarity. In the additional analysis perceived work demands was best predicted by pupil misbehaviour, coordination problems and (low) work control. Practical implications are discussed.

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