Advertisement

Social Psychology of Education

, Volume 3, Issue 3, pp 155–171 | Cite as

Teachers Coping with the Stress of Classroom Discipline

  • Ramon Lewis
Article

Abstract

Of all of the activities that comprise the role of a teacher, classroom discipline is one of the most significant. In selecting an approach to classroom discipline, some teachers experience, and have to deal with, tensions arising from their desire to use educationally justifiable models while still quickly gaining and maintaining order in the classroom. This paper examines teachers' estimations of the stress that arises when they are unable to discipline students as they would ideally prefer. More importantly, the way teachers cope with any stress which does arise is documented using the Coping Scale for Adults. The results indicate that teachers who report more stress are those most interested in empowering their students in the decision making process. Associated with increased concern is a greater use of Worry, Self-Blame, Tension Reduction, Wishful Thinking and Keep to Self. The most concerned teachers also express a greater tendency to get sick as a result of the stress. These data suggest the need for professional development curricula for teachers to assist them in effectively sharing power with students and in reflecting upon a range of more productive coping strategies.

Keywords

Social Psychology Professional Development Coping Strategy Social Context Education Research 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Anderson, Christopher, Avery, Patricia G., Pederson, P V., Smith, Elizabeth S., & Sullivan, John L. (1997). Divergent perspectives on citizenship education: A Q-method study and survey of social studies teacher. American Educational Research Journal, 34(2), 333–364.Google Scholar
  2. Bickmore, Kathy (1997). Teaching conflict and conflict resolution in school: (Extra-) curricular considerations. Paper presented at Connections 1997 International Social Studies Conference, Australia.Google Scholar
  3. Blase, Joseph J. (1986). A qualitative analysis of sources of teacher stress: Consequences for performance. American Educational Research Journal, 23, 23–40.Google Scholar
  4. Borg, Mark G., Riding, Richard J., & Falzon, Joseph M. (1991). Stress in teaching: A study of occupational stress and its determinants, job satisfaction and career commitment among primary schoolteachers. Educational Psychology, 11(1), 59–75.Google Scholar
  5. Bullough, Robert V., Jr. (1994). Digging at the roots: Discipline, management and metaphor. Action in Teacher Education, 16(1), 1–10.Google Scholar
  6. Chan, David W. (1998). Stress, coping strategies, and psychological distress among secondary school teachers in Hong Kong. American Educational Research Journal, 35(1), 145–163.Google Scholar
  7. Dewe, Philip J. (1985). Coping with work stress: An investigation of teachers' actions. Research in Education, 33, 27–40.Google Scholar
  8. DeRobbio, Robert A. & Iwanicki, Edward F. (1996). Factors accounting for burnout among secondary school teachers. Paper presented at the annual meeting of the American Educational Research Association, New York.Google Scholar
  9. Elliot, Glen R. & Eisdorfer, Carl (1982). Stress and human health. New York: Springer.Google Scholar
  10. Esteve, J. M. & Fracchia, A.F. (1986). Inoculation against stress: A technique for beginning teachers. European Journal of Teacher Education, 9(3), 261–269.Google Scholar
  11. Friedman, Isaac A. (1995). Student behavior patterns contributing to teacher burnout. Journal of Educational Research. 88(5), 281–289.Google Scholar
  12. Frydenberg, Erica & Lewis, Ramon (1991). Adolescent coping styles and strategies: Is there functional and dysfunctional coping? Australian Journal of Counselling and Guidance 1(1), 35–42.Google Scholar
  13. Frydenberg, Erica & Lewis, Ramon (1997). Coping scale for adults: Manual. Australian Council for Educational Research. Melbourne.Google Scholar
  14. Gaziel, Haim H. (1993). Coping with occupational stress among teachers: A cross-cultural study. Comparative Education, 29(1), 67–79.Google Scholar
  15. Green, Samuel B. & Ross, Margaret E. (1996). A theory-based measure of coping strategies used by teachers: The problems in teaching scale. Teaching & Teacher Education, 12(30), 315–325.Google Scholar
  16. Hart, Peter M, Wearing, Alexander J., & Conn Michael (1995). Conventional wisdom is a poor predictor of the relationship between discipline policy, student misbehavior and teacher stress. British Journal of Educational Psychology, 65(1), 27–48.Google Scholar
  17. Hollingsworth, Paul M. (1990). Reading teacher burnout and stress. Reading Improvement, 27(3), 196–199.Google Scholar
  18. Ingersoll, Richard M. (1996). Teachers' decision-making power and school conflict. Sociology of Education, 68(2), 159–176.Google Scholar
  19. Keiper, Robert W. & Busselle, Kim (1996). The rural educator and stress. Rural Educator, 17(2), 18–21.Google Scholar
  20. Kennedy, Kerry J. (1996). New challenges for civics and citizenship. Canberra: ACCSA.Google Scholar
  21. Kyriacou, Chris (1980). Stress, health, and school-teachers: A comparison with other professions. Cambridge Journal of Education, 10, 154–159.Google Scholar
  22. Kyriacou, Chris (1987). Teacher stress and burnout: An international review. Educational Research, 29, 146–152.Google Scholar
  23. Langdon, Carol A. (1996). The Third Phi Delta Kappan Poll of Teachers' Attitudes Towards the Public Schools. Phi Delta Kappan, 78(3), 244–250.Google Scholar
  24. Latack, Janina & Havlovic, Stephen J. (1992). Coping with job stress: A conceptual evaluation framework for coping measures. Journal of Organisational Behavior, 13, 479–508.Google Scholar
  25. Lazarus, Richard S. & Folkman, Susan (1984). Stress, appraisal and coping. New York: Springer.Google Scholar
  26. Lewis, Ramon (1997a). The discipline dilemma (2nd ed.). Melbourne: The Australian Council for Educational Research.Google Scholar
  27. Lewis, Ramon (1997b). Discipline in schools. In L. J. Saha (Ed.), International encyclopedia of the sociology in education. Oxford: Pergamon, pp. 404–411.Google Scholar
  28. Lewis, Ramon & Lovegrove, Malcolm N. (1987). What students think of teachers' classroom control techniques: Results from four studies. In J. Hastings & J. Schwieso (Eds.), New directions in educational psychology, Vol. 2: Behavior and motivation. London: Falmer Press.Google Scholar
  29. Lewis, Ramon & Lovegrove, Malcolm N. (1989). Parents' attitudes to classroom discipline. Journal of Australian Studies, 25, 11–22.Google Scholar
  30. Luckner, John L. (1996). Juggling roles and making changes: Suggestions for meeting the challenges of being a special education teacher. Teaching Exceptional Children, 28(2), 24–28.Google Scholar
  31. Martin, Stuart C. (1994). A preliminary evaluation of the adoption and implementation of assertive discipline at Robinton High School. School Organisation, 14(3), 321–330.Google Scholar
  32. McDaniel, Thomas R. (1987). Practising positive reinforcement: Ten behavior management techniques. Clearing House, 60, 389–392.Google Scholar
  33. McGrath, Mary Z. (1995). Teachers today: A guide to surviving creatively. Thousand Oaks, CA: Corwin Press.Google Scholar
  34. McLaughlin, James (1994). From negation to negotiation: Moving away from the management metaphor action. Teacher Education, 16(1), 75–84.Google Scholar
  35. Moos, Rudolph H.& Billings, Arthur G. (1982). Conceptualizing and measuring coping resources and processes. In C. Goldberg & S. Breznitz (Eds.), Handbook of stress: Theoretical and clinical aspects. New York: Free Press.Google Scholar
  36. Osborne, Ken (1995). In defence of history teaching in the past and the meaning of democratic citizenship. Our school-Ourselves. Toronto: Educational Foundation.Google Scholar
  37. Pines, Ayala (1982). Changing organizations: Is a work environment without burnout an impossible goal? In W. S. Paine (Ed.), Job stress and burnout. Beverly Hills, CA: Sage.Google Scholar
  38. Scaros, Barbara C. (1981). Sight on sites: An approach to coping with teacher stress. Preventing burnout. Washington, DC: Office of Education.Google Scholar
  39. Stanton, Annette L., Danoff-Burg, S., Cameron, Charon L., & Ellis, Andrew P. (1994). Coping through emotional approach: Problems of conceptualization and confounding. Journal of Personality and Social Psychology, 66, 350–362.Google Scholar
  40. Starnaman, Sandra M. & Miller, Katherine I. (1992). A test of a causal model of communication and burnout in the teacher. Profession Communication Education, 41(1), 40–53.Google Scholar
  41. Sykes, P. J., Meason, L., & Woods, P. (1985). Teacher careers: Crises and continuities. London: Falmer Press.Google Scholar
  42. Whiteman, Jerry L., Young, John C., & Fisher, Lynette (1985). Teacher burnout and the perception of student behavior. Education, 105, 299–305.Google Scholar
  43. Woodhouse, D. A., Hall, E., & Wooster, A. D. (1985). Taking control of stress in teaching. British Journal of Educational Psychology, 55(2), 119–123.Google Scholar

Copyright information

© Kluwer Academic Publishers 1999

Authors and Affiliations

  • Ramon Lewis
    • 1
  1. 1.Graduate School of EducationLa Trobe UniversityBundooraAustralia

Personalised recommendations