Occupational stress among school teachers : a review of research findings relevant to policy formation

    Research output: Journal PublicationsJournal Article (refereed)

    Abstract

    The author reviews the different conceptualizations of teacher stress and burnout, and agrees that the interactional approach proposed by Dunham (1992) is more constructive. The author goes on to review the research literarure on prevalence, sources, and effects of occupational stress among school teachers in other countries and in Hong Kong. Research findings on the coping strategies that teachers use to tackle stress are also reviewed. The author identifies policy changes that can potentially reduce levels of stress among Hong Kong teachers. Specifically, unresolved issues relating to teacher stress in the light of the reports of the Education Commission are discussed. They include: medium of instruction, common-core curriculum, allocation of Form 1 places, and behavioural problems in classrooms. Based on a qualitative costs and benefits analysis, the author concludes the paper by proposing the expansion of educational psychology services in Hong Kong as a targeted alternative for reducing teacher stress.
    Original languageEnglish
    Pages (from-to)105-124
    Number of pages20
    JournalEducation Journal = 教育學報
    Volume23
    Issue number2
    Publication statusPublished - 1995

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    occupational stress
    teacher
    school
    Hong Kong
    educational psychology
    burnout
    coping
    instruction
    curriculum
    classroom
    costs
    education

    Cite this

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    title = "Occupational stress among school teachers : a review of research findings relevant to policy formation",
    abstract = "The author reviews the different conceptualizations of teacher stress and burnout, and agrees that the interactional approach proposed by Dunham (1992) is more constructive. The author goes on to review the research literarure on prevalence, sources, and effects of occupational stress among school teachers in other countries and in Hong Kong. Research findings on the coping strategies that teachers use to tackle stress are also reviewed. The author identifies policy changes that can potentially reduce levels of stress among Hong Kong teachers. Specifically, unresolved issues relating to teacher stress in the light of the reports of the Education Commission are discussed. They include: medium of instruction, common-core curriculum, allocation of Form 1 places, and behavioural problems in classrooms. Based on a qualitative costs and benefits analysis, the author concludes the paper by proposing the expansion of educational psychology services in Hong Kong as a targeted alternative for reducing teacher stress.",
    author = "SIU, {Oi Ling}",
    year = "1995",
    language = "English",
    volume = "23",
    pages = "105--124",
    journal = "Education Journal = 教育學報",
    issn = "1025-1936",
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    }

    Occupational stress among school teachers : a review of research findings relevant to policy formation. / SIU, Oi Ling.

    In: Education Journal = 教育學報, Vol. 23, No. 2, 1995, p. 105-124.

    Research output: Journal PublicationsJournal Article (refereed)

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    AU - SIU, Oi Ling

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    AB - The author reviews the different conceptualizations of teacher stress and burnout, and agrees that the interactional approach proposed by Dunham (1992) is more constructive. The author goes on to review the research literarure on prevalence, sources, and effects of occupational stress among school teachers in other countries and in Hong Kong. Research findings on the coping strategies that teachers use to tackle stress are also reviewed. The author identifies policy changes that can potentially reduce levels of stress among Hong Kong teachers. Specifically, unresolved issues relating to teacher stress in the light of the reports of the Education Commission are discussed. They include: medium of instruction, common-core curriculum, allocation of Form 1 places, and behavioural problems in classrooms. Based on a qualitative costs and benefits analysis, the author concludes the paper by proposing the expansion of educational psychology services in Hong Kong as a targeted alternative for reducing teacher stress.

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