Stressors for intermediate/secondary teachers in Newfoundland and Labrador and their impact on effective teaching

• Main Author: Ash, Nicole
• Format: Thesis
• Language: English
• Published: Memorial University of Newfoundland 2019
• Subjects: Newfoundland
• Online Access: https://research.library.mun.ca/13943/; https://research.library.mun.ca/13943/1/thesis.pdf

This qualitative study examined the causes of stress for teachers teaching in the Eastern region of the Newfoundland and Labrador English School District and the effects of these stressors on effective teaching. Interviews were completed, either face to face or via email, with 18 participants all of whom were teaching intermediate or high school in the region at the time of the interview. These participants all had varying teaching subjects and amounts of experience. Participants gave their thoughts and opinions on the causes of stress in the teaching profession, the impact of this stress on effective teaching, and what could be done to combat this stress. Responses underwent qualitative analysis and a number of themes emerged. The study was driven by two primary research questions: 1. what are the major stressors facing teachers in Newfoundland and Labrador and 2. How do these stresses impact a teacher’s ability to effective teach? The sub-research questions were as follows: 1. What do teachers feel are the biggest sources of stress in their profession? 2. What do teachers do to cope with these stresses? 3. Do teachers feel the amount of stress is changing in their profession? 4. Do teachers feel the sources of stress are changing in their profession? 5. What role has technology played in the stresses in the classroom? 6. What impact do these stressors have on effective teaching in the classroom? 7. What do teachers think can be done about the stresses in the classroom? The study found that teachers experience a large amount of stress related to their profession on a regular basis and this amount of stress seems to be increasing yearly. The study’s findings included a definition of stressor as defined by the participants, a discussion of the sources of stress and how they impact effective teaching, and suggestions on how to lessen the amount of stress faced by teachers and minimize the impact on effective teaching.