Developing Additional Insight Into the Relationship Between Change, Teacher Stress, and Coping

• In Event: 35.079 - Conceptualizing and Researching Stress in Educational Settings

Abstract

The problems that teachers face, which develop into major issues whenever the quality of education is questioned, are recognized in many cultures (Gaziel, 1993; Soyibo, 1994; Chan, 1998; Nasser & Erktin, 2011). Research findings indicate that, “change can exacerbate stressful conditions already associated with teachers’ work, and it may introduce new sources of strain” (Smylie, 2006). In a previous study, we investigated the role of curriculum reform in Turkey on the stress levels of mathematics teachers. Findings suggest that the primary determinant of teachers’ stress was the way in which teachers perceived the reform: as an opportunity to improve their instruction, or a threat to their teacher effectiveness (Erktin & Kisa, 2012). Recently, another policy reform was implemented in Turkey that, unlike the curriculum reform movement, targets key structural features of the educational system (e.g. changing durations of schools from Pre-K to K-12). More controversial and widely challenged than the previous reform movement, the recent structural reform impacts far more than teachers’ day-to-day instructional practices. This study aims to further explore teacher stress and coping within the context of this recent structural policy reform by implementing diverse tools. Findings will provide additional insight into the complex relationships between teachers’ appraisal of change, stress, and their method of coping when faced with unanticipated change.

Authors

• Emine Erktin, Bogazici University

• Zahid Kisa, Florida State University