TY - JOUR SP - 627 N2 - 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. SN - 0305-4985 AV - public N1 - This version is the author accepted manuscript. For information on re-use, please refer to the publisher?s terms and conditions. UR - https://doi.org/10.1080/03054985.2013.840279 ID - discovery10017402 JF - Oxford Review of Education EP - 648 KW - teachers KW - self-efficacy KW - motivation KW - stress KW - mathematics teaching KW - science teaching A1 - Mujtaba, Tamjid A1 - Reiss, Michael IS - 5 TI - Factors that lead to positive or negative stress in secondary school teachers of mathematics and science Y1 - 2013/09/16/ VL - 39 ER -