Stresbelewing en -hantering by onderwysers

Abstract

This study ascertains the extent of the experience of stress and the nature of stress management by educators. The literature showed that stress is defined from various theoretical perspectives; various approaches to stress management exist; and educators manage stress in various ways.

This study defines stress from a cognitive-transactional perspective. A qualitative research method was used, descriptive data were generated by focus groups and inductively analysed. The results show that educators experienced stress ( much as seen in the literature) due to organisational, management and personal factors.

According to this research, educators experience stress on the physical, emotional, social and intellectual levels. Educators' efforts to deal with stress reflect direct techniques such as seeking personal support and using confrontational techniques, as well as indirect techniques which encompass intellectual and physical techniques. Finally the development of a stress management program for educators is recommended.