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An inquiry into the necessary conditions for teachers to cope with stress related to change
Author
Lim, Cecilia Seok Cheng
Supervisor
Chen, Ai Yen
Abstract
This study seeks to inquire into the conditions that may cause higher levels of stress among teachers in the localised context of two Singapore government-aided primary schools, School A and School B. It also aims to determine whether having to cope with changes, specifically the implementation of new initiatives introduced into the Singapore education system in the past five years, have led to significantly greater stress for teachers in the two schools and the effective stress coping strategies used by them. The study attempted to inquire into the other conditions that are necessary to help teachers to cope with stress.
Mixed research methods of a quantitative and qualitative nature are used : a survey questionnaire to obtain information on teachers' opinions and experience pertaining to stress; in-depth interviews of a purposive sample of teachers; observations and insights of the researcher as a participant observer, directly involved in the schools and the School education system. Data from School B was collected and used as a comparison with School A and for triangulation purposes.
School A, a large Catholic mission and Special Assistance Plan full-school for boys has a long history of 65 years and is a popular choice among parents of primary pupils. School B is a small Catholic mission primary school for girls with a long history of 45 years. The majority of respondents in School A and School B have been with the school for ten or fewer than ten years and most teachers also have less than ten years' experience in the teaching service.
The research findings showed that the teachers appeared to understand the need for change and the new initiatives introduced to the Singapore education system and the school in the past five years. Despite reporting moderately high levels of stress in their jobs, the sampled teachers appeared to be able to cope fairly well with perceived stresses. Most teachers reported using more confrontation than adaptation stress coping strategies, and more positive rather than negative stress coping strategies.
The conditions necessary for teachers to cope with stress related to change in this study were the following : (1) a positive attitude and sense of satisfaction ; (2) individual commitment and response to the change process; (3) a moderate or "balanced" personality which allows teachers to be flexible and adaptable mainly in their teaching styles; (4) a school culture which supports and encourages team-work and collaboration among teachers; (5) a well-paced change implementation process at the systems level, involving the curriculum, instruction, teaching and learning processes, and assessment systems. This study has surfaced information that helps to improve the researcher's understanding of teacher stress. This information should be of help to Singapore teachers in managing change and stress as well as to the researcher in her role as a school principal in managing change in a Singapore school setting.
Mixed research methods of a quantitative and qualitative nature are used : a survey questionnaire to obtain information on teachers' opinions and experience pertaining to stress; in-depth interviews of a purposive sample of teachers; observations and insights of the researcher as a participant observer, directly involved in the schools and the School education system. Data from School B was collected and used as a comparison with School A and for triangulation purposes.
School A, a large Catholic mission and Special Assistance Plan full-school for boys has a long history of 65 years and is a popular choice among parents of primary pupils. School B is a small Catholic mission primary school for girls with a long history of 45 years. The majority of respondents in School A and School B have been with the school for ten or fewer than ten years and most teachers also have less than ten years' experience in the teaching service.
The research findings showed that the teachers appeared to understand the need for change and the new initiatives introduced to the Singapore education system and the school in the past five years. Despite reporting moderately high levels of stress in their jobs, the sampled teachers appeared to be able to cope fairly well with perceived stresses. Most teachers reported using more confrontation than adaptation stress coping strategies, and more positive rather than negative stress coping strategies.
The conditions necessary for teachers to cope with stress related to change in this study were the following : (1) a positive attitude and sense of satisfaction ; (2) individual commitment and response to the change process; (3) a moderate or "balanced" personality which allows teachers to be flexible and adaptable mainly in their teaching styles; (4) a school culture which supports and encourages team-work and collaboration among teachers; (5) a well-paced change implementation process at the systems level, involving the curriculum, instruction, teaching and learning processes, and assessment systems. This study has surfaced information that helps to improve the researcher's understanding of teacher stress. This information should be of help to Singapore teachers in managing change and stress as well as to the researcher in her role as a school principal in managing change in a Singapore school setting.
Date Issued
2002
Call Number
LB2840.2 Lim
Date Submitted
2002