Mujtaba, Tamjid;
Reiss, Michael;
(2013)
Factors that lead to positive or negative stress in secondary school teachers of mathematics and science.
Oxford Review of Education
, 39
(5)
pp. 627-648.
10.1080/03054985.2013.840279.
Preview |
Text
Mujtaba_Reiss_Factors_that_lead_to_positive_or_negative_stress_ORE.pdf - Submitted Version Download (247kB) | Preview |
Abstract
This paper explores the factors that contribute to the development of positive stress and distress in teachers within secondary schools in England. It draws on narrative interviews undertaken with twelve mathematics and science teachers in six schools and focuses on three of these teachers to explore issues in more depth. The findings demonstrate that the use by teachers of appropriate coping mechanisms, e.g. actively seeking out preferable alternatives, and access to professional and personal support, with the right frame of mind, namely, seeing stressors as capable of being overcome, can produce desirable consequences for the teachers through their use of stress in a positive, healthy manner and lessen the likelihood of negative long-term effects associated with distress.
| Type: | Article |
|---|---|
| Title: | Factors that lead to positive or negative stress in secondary school teachers of mathematics and science |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1080/03054985.2013.840279 |
| Publisher version: | https://doi.org/10.1080/03054985.2013.840279 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | teachers, self-efficacy, motivation, stress, mathematics teaching, science teaching |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10017402 |
Archive Staff Only
 |
View Item |
