Session Information
10 SES 08 D, Parallel Paper Session
Parallel Paper Session
Contribution
International empirical research comes to the conclusion that a high percentage of teachers all over Europe suffer from an unhealthy level of strain.
With a wide range of theoretical models, methods and instruments researchers from many disciplines (medicine, psychology, sociology…) have contributed to general knowledge about work load and strain (Freudenberger 1974; Maslach & Jackson 1981; Maslach & Zimbardo 2003; Lazarus & Folkman 2006). These findings are all rather unspecific. However, they are tried to be adapted to teaching profession in order to explain the specific phenomenon of teachers load and strain (Kyriacou 1998; van Dick 1999; Abele & Candova 2007).
The following paper starts from the assumption that teachers strain is a highly specific phenomenon mainly caused by the unique factors of this profession (Lortie 2002; Day 2004).
The research objective of this paper is to develop a concept including a specific theory, model and framework in order to display, explain and analyse teachers load and strain. Therefore the paper at first describes the status quo of the existing models and theories (Kyriacou 2000; Schoenwaelder 2006) to identify unspecific and missing facts as well as to find a gap in the research discourse.
Secondly the paper goes a step further and will develop a new model specific to the teaching profession which provides an explanation for the teacher-specific interrelation between load and strain, basing on all relevant individual and structural indicators.
In a third step and on basis of this model the paper will construct a theoretical framework in order to be able to categorise and analyse the existing empirical studies (Lazarus & Folkman 2006; Abele & Candova 2007; Schaarschmidt 2007) afterwards.
In a forth step - to test the capability of this theoretical framework- it will be filled with a wide range of present empirical research in order to categorise it. This systematisation is the basis in order to handle the huge amount of different empirical studies with the aim to analyse it deeply afterwards.
In the final step this analyse is done to contribute to a deeper understanding of teachers load and strain.
At this year´s ECER conference in Cadiz I want to present the theoretical model, the systematization of the empirical research and additionally parts of the final analysis.
Method
Expected Outcomes
References
Abele, Andrea E.; Candova, Antonia (2007): Praedikatoren des Belastungserlebens im Lehrerberuf. Befunde einer 4-jährigen Laengsschnittstudie. In: Zeitschrift für Paedagogische Psychologie, Jg. 21, H. 2, S. 107–118. Day, Christopher (2004): A passion for teaching. London, New York: RoutledgeFalmer. Dick, Rolf van (1999): Streß und Arbeitszufriedenheit im Lehrerberuf. Eine Analyse von Belastung und Beanspruchung im Kontext sozialpsychologischer, klinisch-psychologischer und organisationspsychologischer Konzepte. Marburg: Tectum-Verl. Freudenberger, Herbert (1974). Staff burnout. Journal of Social Issues, 30(1), 159-165. Kyriacou, Chris (1998): Teacher stress: Directions for future research. Educational Review, 53, 27-35. Kyriacou, Chris (2000): Stress-busting for teachers. Cheltenham, Thornes. Lazarus, Richard & Folkman, Susan (2006): Stress, appraisal, and coping. [Nachdr.]. New York: Springer. Lortie, Dan Clement (2002): Schoolteacher. A sociological study. Chicago: University of Chicago Press. Maslach, Christina & Jackson, Susan (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2, 99-113. Maslach, Christina; Zimbardo, Philip (2003): Burnout. The cost of caring. Cambridge, MA: Malor Books. Schaarschmidt, Uwe (2007): Geruestet für den Schulalltag. Psychologische Unterstützungsangebote für Lehrerinnen und Lehrer. Weinheim: Beltz (Reihe Pädagogik). Schoenwaelder, Hans-Georg (2006): Arbeitsbelastung von Lehrern - terra incognita der Paedagogik. In: Engagement - Zeitschrift für Erziehung und Schule, H. 4, S. 273–282.
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