| Preface |
|
ix | |
| Acknowledgements |
|
xi | |
| Introduction |
|
1 | (1) |
|
So what makes teaching stressful? |
|
|
2 | (5) |
|
Is there stress in education? |
|
|
7 | (7) |
|
Is stress a fad? Is the individual to blame? |
|
|
10 | (1) |
|
|
|
11 | (1) |
|
How can we increase effectiveness? |
|
|
12 | (1) |
|
|
|
12 | (1) |
|
|
|
12 | (2) |
|
|
|
14 | (8) |
|
What does the word `stress' mean? |
|
|
14 | (1) |
|
|
|
15 | (1) |
|
What is the difference between stress and pressure? |
|
|
16 | (1) |
|
|
|
16 | (1) |
|
|
|
17 | (1) |
|
How does the body try to cope? |
|
|
18 | (1) |
|
|
|
19 | (1) |
|
|
|
20 | (2) |
|
|
|
22 | (34) |
|
Issues people face at work |
|
|
23 | (1) |
|
Challenges imposed by management |
|
|
23 | (1) |
|
Stressful features in a job |
|
|
24 | (2) |
|
Examples of stressful jobs |
|
|
26 | (1) |
|
|
|
26 | (2) |
|
|
|
28 | (1) |
|
|
|
28 | (4) |
|
|
|
32 | (1) |
|
|
|
33 | (5) |
|
|
|
38 | (1) |
|
Role conflict and role ambiguity |
|
|
38 | (4) |
|
How the main education sectors differ |
|
|
42 | (1) |
|
Primary and secondary schools |
|
|
42 | (2) |
|
|
|
44 | (1) |
|
|
|
45 | (4) |
|
|
|
49 | (5) |
|
|
|
54 | (2) |
|
|
|
56 | (7) |
|
|
|
56 | (1) |
|
|
|
57 | (1) |
|
Health and Safety at Work Act 1974 |
|
|
58 | (1) |
|
Management of Health and Safety Regulations |
|
|
59 | (1) |
|
The Workplace (Health, Safety and Welfare) Regulations 1992 |
|
|
59 | (1) |
|
|
|
59 | (1) |
|
|
|
60 | (1) |
|
|
|
61 | (1) |
|
|
|
62 | (1) |
|
Management issues to reduce stress in teaching |
|
|
63 | (19) |
|
Stress from all directions |
|
|
64 | (1) |
|
Identify where the stress is coming from |
|
|
64 | (1) |
|
|
|
65 | (1) |
|
|
|
66 | (1) |
|
An organizational strategy for management |
|
|
66 | (4) |
|
|
|
70 | (9) |
|
Further ways for a manager to reduce stress |
|
|
79 | (1) |
|
Teacher burnout -- and returning to work afterwards |
|
|
80 | (1) |
|
|
|
80 | (1) |
|
|
|
81 | (1) |
|
Reducing stress in teaching |
|
|
82 | (17) |
|
A personal strategy for all in teaching |
|
|
82 | (13) |
|
The teacher support network |
|
|
95 | (1) |
|
|
|
95 | (1) |
|
|
|
96 | (2) |
|
|
|
98 | (1) |
|
Other approaches to stress reduction |
|
|
99 | (22) |
|
Identifying the cause of stress |
|
|
99 | (6) |
|
|
|
105 | (4) |
|
|
|
109 | (8) |
|
|
|
117 | (1) |
|
|
|
118 | (1) |
|
|
|
119 | (1) |
|
|
|
119 | (1) |
|
|
|
120 | (1) |
| Appendix 1: Case studies |
|
121 | (19) |
|
|
|
121 | (2) |
|
UK inner city headteacher |
|
|
123 | (2) |
|
Secondary school (from age 11 to 16/18) |
|
|
125 | (2) |
|
|
|
127 | (2) |
|
|
|
129 | (2) |
|
|
|
131 | (2) |
|
Teaching in a Japanese school |
|
|
133 | (1) |
|
Another case study from the USA |
|
|
134 | (6) |
| Appendix 2: Measure your own stress at school, college or university |
|
140 | (1) |
| Appendix 3: Research |
|
141 | (2) |
| Index |
|
143 | |
More info about Taylor & Francis e-books