Teacher's Stress
Write by : Noor Sharidah binti Hamid
Matric No: A115474
As hypothesized, teacher locus of control was related to teacher stress. The multiple correlations between the combined stress factors and locus of control was significant. Group Instruction made the greatest contribution to this multiple correlation. At the vicariate level, Group Instruction, Professional Inadequacy, and Principal/ Teacher Professional Relationships were related to locus of control. The relationships between locus of control and the stress measures of Job Overload and Collegial Relationships, respectively, were not significant as was true for sex and age. Also, the relationship between locus of control and a linear combination of the five stress variables was not moderated by sex and age. A consideration of the behavioral indicators of locus of control on the Teacher Locus of Control Scale and the behaviors associated with each of the stress factors on the Teacher Occupational Stress Factor Questionnaire make these results more meaningful. The teacher locus of control measure was based upon seven behavioral manifestations thought to be indicative of the construct. These seven behavioral indicators of an internal locus of control follow. (The statements become descriptions of an external locus of control orientation when the verbs in parentheses are substituted.) 
In short, the internal teacher, realizing that he/she is influential in the classroom, accepts the responsibility for his/her actions and works hard to achieve educational goals. The external teacher, on the other hand, feeling that he/she has little control over what happens, does not seem to value planning, ability, or effort but instead at- tributes educational outcomes to luck, fate, and chance.
Teachers in this study for whom group instruction was not stressful seemed to feel that they had adequate control of their students. They planned and organized a wide range of learning activities and felt that their students profited from their teaching.
Teachers who felt professionally adequate did not find discipline problems overly stressful nor did they have trouble motivating the unmotivated. Working with parents did not seem to bother them nor did the salary they received for their work.
Teachers whose relationships with their principals were not stressful felt supported and valued by their principals who gave them authority to carry out their responsibilities. These principals had insight into classroom problems and could be talked to openly about school-related matters. In short, those teachers experiencing the least stress were those who felt that they were professionally capable of helping their students learn and they had been given the responsibility of doing so. They were teachers with an internal locus of control
In short, the internal teacher, realizing that he/she is influential in the classroom, accepts the responsibility for his/her actions and works hard to achieve educational goals. The external teacher, on the other hand, feeling that he/she has little control over what happens, does not seem to value planning, ability, or effort but instead at- tributes educational outcomes to luck, fate, and chance.
Teachers in this study for whom group instruction was not stressful seemed to feel that they had adequate control of their students. They planned and organized a wide range of learning activities and felt that their students profited from their teaching.
Teachers who felt professionally adequate did not find discipline problems overly stressful nor did they have trouble motivating the unmotivated. Working with parents did not seem to bother them nor did the salary they received for their work.
Teachers whose relationships with their principals were not stressful felt supported and valued by their principals who gave them authority to carry out their responsibilities. These principals had insight into classroom problems and could be talked to openly about school-related matters. In short, those teachers experiencing the least stress were those who felt that they were professionally capable of helping their students learn and they had been given the responsibility of doing so. They were teachers with an internal locus of control
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