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Teacher stress and cognitive style

M G Borg1, R J Riding

  • 1Assessment Research Unit, School of Education, University of Birmingham.

The British Journal of Educational Psychology
|June 1, 1993
PubMed
Summary

Teacher cognitive styles (wholist-analytic, verbal-imagery) interact with age to influence occupational stress. Different styles report higher stress in specific areas like pupil behavior or staff relations.

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Area of Science:

  • Educational Psychology
  • Occupational Health
  • Cognitive Science

Background:

  • Teacher stress is a significant issue impacting educators and educational quality.
  • Understanding factors influencing teacher stress, such as cognitive style, is crucial for developing targeted support strategies.

Purpose of the Study:

  • To investigate the relationship between teachers' cognitive styles and their levels of occupational stress.
  • To explore how cognitive style dimensions (wholist-analytic, verbal-imagery) relate to overall stress and specific job stress areas.

Main Methods:

  • A sample of 212 Maltese secondary school teachers completed questionnaires on job stress and the Cognitive Styles Analysis.
  • Cognitive styles were assessed on wholist-analytic and verbal-imagery dimensions.
  • Stress levels were analyzed in relation to cognitive style and teacher age.

Main Results:

  • Teacher stress was not simply related to cognitive style but interacted significantly with teacher age.
  • Significant variations in stress levels were observed across different cognitive styles for specific job stress areas.
  • Analytic teachers reported higher stress related to 'pupil misbehaviour' and 'poor working conditions', while Wholist teachers reported higher stress for 'poor staff relations' and 'time pressures'.

Conclusions:

  • Cognitive style is a relevant factor in understanding teacher occupational stress, particularly when considered alongside teacher age.
  • The findings highlight that different cognitive styles are associated with distinct occupational stressors for teachers.
  • Interventions to mitigate teacher stress may need to be tailored to individual cognitive styles and demographic factors like age.

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