This study explored newly qualified teachers (postgraduate physical education) experiences as they made the transitions from ‘student’ to teacher’. The research is underpinned by the transactional and five dimensional nature of stress (Travers & Cooper, 1996). Therefore NQTS perceptions of: stress in teaching, well being, responses to stress (coping) and perception of their professional context, were explored.

Twenty-two NQTS took part in a survey during their final placement and at two points in the induction year. The survey utilized self-report questionnaires. One General Perception of Stress question (GPS) and the Stressors in Teaching Scale (SITS) (presenter) measured perception of stress in teaching. The General Health Questionnaire (GHQ30) (Golderg, 1972) enabled comparisons between teacher well being and that of the general population. The Glasgow Symptom Checklist (GSC) (Mahmood, 1999) provided an indication of the extent to which student teachers’ mental health is comparable to Scottish teachers and the Scottish clinical population. The Coping with Stress in Teaching Scale (CWTS) (presenter) gauged responses to stress while two final open-ended questions explored NQTS perceptions of their professional context. Analysis comprised a range of statistical techniques deemed appropriate on the basis of the study sample. In addition, qualitative responses pertaining to ‘professional context’ were subjected to a process of constant comparison and then set alongside established models of occupational stress.

Findings indicate that NQTS found teaching significantly less stressful as they progressed from the final school experience and through the induction.  Sixty-seven percent indicated teaching was ‘quite’ to ‘very ‘stressful during the final school experience however this figure fell to 39 per cent by the end of the induction. The main sources of stress during the induction were ‘low level indiscipline’, ‘stressed out colleagues’, lack of pupil motivation, ‘workload’ and too little time’ During the induction, as stressors pertaining to the teaching and learning interface, were reported as significantly less stressful considerably fewer changes in normal levels of well being(GHQ) were reported especially by female NQTS. However, it should be noted that during the initial induction around 20 per cent of NQTS continued to experience more changes in well being than would be expected in a general population. By the end of the induction a significantly lower proportion of NQTS were experiencing similar problems to a Scottish clinical population in relation to feelings of ‘personal ineffectiveness’ and ‘tension’.

The most effective responses to stress during the initial induction were ‘social’ in nature although this changed to a combination of social, personal and professional strategies by the end of the induction. Less effective response to stress remained consistent throughout the induction and was predominantly emotional and palliative in nature. In terms of professional context, perception of stress in teaching during the induction appeared to be contingent on  the balance between ‘demands’, ‘rewards’, ‘enablers’, ‘constraints’, ‘perceived support’ ,‘professional ethos’ and ‘personal/professional growth’.

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