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Investigating the Stress Levels of Early Childhood, Primary and Secondary Pre-service Teachers during Teaching Practicum

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Geng G., Midford R., Buckworth J.

Journal of Teacher Education for Sustainability

2015

vol. 17

issue 1

35-47

This study investigated stress levels of pre-service teachers (PSTs) across three categories of teaching context: early childhood, primary and secondary. This paper focused on exploring the stressors in the completion of tasks in teaching practicum in the three categories of teaching context and an awareness of and access to support systems. The Perceived Stress Scale (PSS) and an online questionnaire were used to measure the nature and level of stress. Significant results were found in relation to the school climate and the stress levels of PSTs across the three different teaching contexts. These findings have implications in terms of understanding different PSTs’ stress levels across the three teaching contexts and ways they could be supported to reduce their stress level and achieve better study outcomes.

The level of stress and stress factors in the work of the kindergarten teacher

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Korczyński S.

Problemy Opiekuńczo-Wychowawcze

2018

vol. 568(3)

32-51

The profession of a kindergarten teacher is particularly stressful due to the complex tasks within the didactic, educational and caring functions. To recognise the problem of stress of this professional group, the research was done to answer the following questions: What is the level of stress of teachers depending on the seniority of teaching and what factors are the cause of stress. The research using the diagnostic survey method covered 440 respondents with different seniority. Studies have shown that 35% of teachers experience above-average stress levels. The amount of stress is individually diversified, and the way it is experienced depends on many factors that are perceived as particularly burdensome and difficult to overcome. They are connected with time pressure, physical nuisance, a feeling of insufficiency of prizes, fulfilling didactic and educational functions. Teachers are stressed by the large amount of work outside the hours spent with children, by underestimating the profession, lack of time to support the development of children requiring special care and compensating for their shortages as well as staying in constant noise.

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1 Journal of Teacher Education for Sustainability

1 Problemy Opiekuńczo-Wychowawcze

1 Buckworth J.

1 Geng G.

1 Korczyński S.

1 Midford R.

1 2018

1 2015

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Investigating the Stress Levels of Early Childhood, Primary and Secondary Pre-service Teachers during Teaching Practicum

The level of stress and stress factors in the work of the kindergarten teacher