Working conditions and psychological distress in first-year women teachers: qualitative findings.
What works?: synthesizing effective biomedical and psychosocial strategies for healthy families in the 21st century. Blackman LC, ed. Indianapolis, IN: School of Social Work, Indiana University, 1994 Nov; :114-121
The results of a qualitative study examining working conditions and psychological stress among first year women teachers were presented. Comments written by teachers participating in a quantitative study were analyzed. Four categories of comments, being happy with one's job, interpersonal tensions and lack of support among colleagues/supervisors, classroom management problems, and violence and other security problems were addressed. A selection of comments in each of the four categories were presented. Three generalizations were made based on the teachers' comments. The first was the positive influence of collegial relations on classroom management and teacher morale. The second generalization was that learning basic classroom management skills should strengthen teacher success and the third was the predicament presented by the high level of violence in schools.
NIOSH-Grant; Psychological-disorders; Teaching; Job-stress; Mental-stress; Workplace-violence; Psychological-stress
Social and Psychological Fdns the City College of Cuny Convent Avenue at 138Th St New York, New York 10031
What works?: synthesizing effective biomedical and psychosocial strategies for healthy families in the 21st century
City College of New York, New York, New York