0000000000850842
AUTHOR
Kari Salo
Teacher stress as a longitudinal process
The main aims were, first, to study teacher stress processes and the connectionsbetween stress processes, potential stressors, ways of coping, coping resources,and background variables during the autumn term of 1991 (short-term effects); secondly, to study the connections between teachers' subjective stress, coping,and health over eight-year period of time (long-term effects). Teachers fromcomprehensive and upper secondary schools in five municipalities (n=70) werestudied in two phases during the school year 1983-84 (in all six measurements)and again during the autumn term of 1991 (in all four measurements), mainly bymeans of questionnaires. Information on the teachers' way of living, work …
Process-and context-sensitive research on academic knowledge practices
The Contextual Activity Sampling System (CASS) methodology and CASS-Query tools have been developed for the investigation of learning and working practices. The CASS-methods and tools provide contextualized data that allow the analyzing and modeling of within-person changes across time. This paper describes a pilot study with 3G mobiles used by eight engineering students. Students answered questionnaires concerning their ongoing study projects, academic emotions, and collaboration, with a mobile phone five times a day for a period of two weeks (70 queries per person). Variation in their emotions were examined by time-series analysis. Students were also interviewed before and after the CASS-…
Teacher stress and coping over an autumn term in Finland
Abstract Psychological stress, coping process and the relationships between stress and coping were examined among 66 teachers representing comprehensive and upper secondary schools in Finland. The research design was longitudinal. Each person was studied four times during the autumn term of 1991 using questionnaires, which were focused on teachers' stress feelings, ways of coping and social relations to colleagues and pupils during Mondays to Thursdays and Friday morning lessons. The results showed a clear accumulation of stress during the autumn term. Four different teacher groups emerged according to the type of stress reported: (1) teachers who were only moderately stressed, (2) those wh…