International Journal of Psychology and Psychological Therapy

Estrés y Malestar en el Profesorado [Stress and Distress in Teachers]

Volume 6 Num. 1 - April 2006 - Pages 63-76

Authors:

M. Pilar Matud Aznar, M. de Abona García Rodríguez and M. José Matud Aznar

Abstract:

This study examines the relationship between teacher stress and distress in a cross-sectional sample of 387 primary (45.7%), secondary (39.5%), and university-level (14.7%) teachers in the Canary Islands (Spain). Their age ranged between 21 and 64 years old (Mean = 38.3, SD= 8.9). The results indicate that different work-related and non-work-related stress variables were associated with different somatic and mental health symptoms, although the stress variable most associated with the symptoms was non-work-related chronic stress, which was associated with depression, anxiety and insomnia, and somatic symptoms. The perception of a lack of control over events and changes in the work place, which had occurred over the previous two years, was associated with depressive symptoms. The evaluation of these changes and events as negative was associated with social dysfunction, while chronic work stress was associated with somatic symptoms. Work role dissatisfaction was associated with muscle pain and headaches. Also, we found that an emotional coping style was associated with depression, anxiety and insomnia, and somatic symptoms, while a rational coping style was negatively associated with somatic symptoms. Low self-esteem was associated with depression and social dysfunction, and low social support was associated with depression and somatic symptoms. The older teachers were found to experience less anxiety and insomnia and cold symptoms.

Key words:

stress, teachers, coping, distress, self-esteem

Full Article

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• [1-20] ACT y la Importancia de los Valores Personales en el Contexto de la Terapia Psicológica [ACT and the Importance of Personal Values in the Context of Psychological Therapy]
• [21-50] El Materialismo Dialéctico, Fundamento de la Psicología Soviética [Dialectical Materialism as Fundament of Soviet Psychology]
• [51-62] Estrategias de Aprendizaje en Estudiantes de Enseñanza Secundaria Obligatoria y su Relación con la Autoestima [Learning Strategies in Secondary-school Students and Relationship With Self-steem]
• [77-97] Aplicación de la Terapia de Aceptación y Compromiso (ACT) Para el Incremento del Rendimiento Ajedrecístico. Un Estudio de Caso [Application of Acceptance and Commitment Therapy (ACT) to Improve Chess-players Performance. A Case Study]
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