Operating at the margins while seeking a space in the heart: the daily teaching reality of Japanese high school teachers experiencing workplace stress/anxiety
Tóm tắt
The esteem historically attributed to the teaching profession in Japan is eroding, and some Japanese teachers who identify with the ideal of being a ‘life educator’ are becoming disillusioned with teaching. While the stress and anxiety associated with teacher disillusionment have been researched from a Western perspective, little is known about the work-related stress and anxiety experiences of Japanese teachers. Thus, this grounded theory qualitatively details the teaching experiences of 14 Japanese high school teachers. The findings reveal that whereas only two teachers within the present study had actually achieved a ‘space in their heart’ where they were able to create a balance between the negative and positive forces operating within their teaching careers and home lives, this was a position that many other teachers strove toward.
Tài liệu tham khảo
Abel, M. H., & Sewell, J. (1999). Stress and burnout in rural and urban secondary school teachers. The Journal of Educational Research, 92(5), 287.
Beaman, R. (2006). Behavioural interactions in the secondary school between teachers and students: What they say, what they do. Unpublished dissertation, Macquarie University, Sydney, Australia.
Benmansour, N. (1998). Job satisfaction, stress and coping strategies among Moroccan high school teachers. Mediterranean Journal of Educational Studies, 3, 13–33.
Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology: An International Journal of Experimental Educational Psychology, 26, 519–539.
Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education, 38, 39–55.
Bryant, A., & Charmaz, K. (2007). The SAGE handbook of grounded theory. Los Angeles: SAGE Publications.
Calderhead, J. (2001). International experiences of teaching reform. In V. Richardson (Ed.), Handbook of research on teaching (4th ed.). Washington, DC: American Educational Research Association.
Carton, A., & Fruchart, E. (2013). Sources of stress, coping strategies, emotional experience: Effects of the level of experience in primary school teachers in France. Educational Review. doi:10.1080/00131911.2013.769937.
Chan, D. W. (1998). Stress, coping strategies, and psychological distress among secondary schoolteachers in Hong Kong. American Educational Research Journal, 35, 145–163.
Chang, M. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193–218.
Chaplain, R. P. (2008). Stress and psychological distress among trainee secondary teachers in England. Educational Psychology: An International Journal of Experimental Educational Psychology, 28, 195–209.
Charmaz, K. (2005). Grounded theory in the 21st century. In N. Denzin & Y. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 507–535). Thousand Oaks, California: Sage Publications.
Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. London: Sage Publications.
Daniels, L. M., Clifton, R. A., Perry, R. P., Mandzuk, D., & Hall, N. C. (2006). Student teachers’ competence and career certainty: The effect of career anxiety and perceived control. Social Psychology of Education, 9, 405–423.
Geving, A. M. (2007). Identifying the types of student and teacher behaviours associated with teacher stress. Teaching and Teacher Education, 23, 624–640.
Ghezeljeh, T. N., & Emami, A. (2009). Grounded theory: Methodology and philosophical perspective. Nurse Researcher, 17, 15–23.
Gordon, J. A. (2005). The crumbling pedestal changing images of Japanese teachers. Journal of Teacher Education, 56, 459–470.
Hamama, L., Ronen, T., Shachar, K., & Rosenbaum, M. (2013). Links between stress, positive and negative affect, and life satisfaction among teachers in special education schools. Journal of Happiness Studies, 14, 731–751.
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers’ College Record, 103, 1056–1080.
Hata, M. (1991). Kyôshi no stress: Kyôshi no stress ni kansuru chôsakenkyu (1). Bulletin of Fukuoka University of Education, 40, 79–146.
Holloway, S. D., Suzuki, S., & Yamamoto, Y. (2010). From Kyôiku Mama to Monster parent: Changing images of Japanese mothers and their involvement in children’s schooling. Child Research Net: Available online: http://www.childresearch.net/RESOURCE/RESEARCH/2010/HOLLOWAY.HTM.
Iwasaki, K., Sasaki, T., Oka, T., & Hisanaga, N. (1998). Effect of working hours on biological functions related to cardiovascular system among salesman in a machinery manufacturing company. Industrial Health, 36, 361–367.
Jacobsson, C., Pousette, A., & Thylefors, I. (2001). Managing stress and feelings of mastery among Swedish teachers. Scandinavian Journal of Educational Research, 45, 37–53.
Jaoul, G., & Kovess, V. (2004). Le burnout dans la profession enseignante. Annales Medico Psychologiques, 162, 26–35.
Jepson, E., & Forrest, S. (2006). Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment. British Journal of Educational Psychology, 76, 183–197.
Jin, P., Yeung, A., Tang, T., & Low, R. (2008). Identifying teachers at risk in Hong Kong: Psychosomatic symptoms and sources of stress. Journal of Psychosomatic Research, 65, 357–362.
Kaneko, M. (2007). Gakkô ni okeru hogosha taiô ni kansuru chôsakenkyu. The Gunma Prefectural Education Center. Available online: http://www2.gsn.ed.jp/houkoku/2007c/07c11/07c11h.pdf.
Kawaharada, M., Yoshioka, E., Saijo, Y., Fukui, T., Ueno, T., & Kishi, R. (2009). The effects of stress inoculation training program for civil servants in Japan: A pilot study of a non-randomized controlled trial. Industrial Health, 47, 173–182.
Keiper, R. W., & Buselle, K. (1996). The rural educator and stress. Rural Educator, 17, 18–21.
Kitagami, M., & Takagi, R. (2007). Japanese teachers busyness and recognition of official busyness. Bulletin of Faculty of Education, Okayama University, 134, 1–10.
Klassen, R., Usher, E., & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural contexts. The Journal of Experimental Education, 78, 464–486.
Kokkinos, M. (2007). Job stressors, personality and burnout in primary school teachers. British Journal of Educational Psychology, 77, 229–243.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53, 27–35.
Kyriacou, C., & Sutcliffe, J. (1978). Teacher stress: Prevalence, sources and symptoms. British Journal of Educational Psychology, 48, 159–167.
Lambert, V. A., & Lambert, C. E. (2008). Nurses’ workplace stressors and coping strategies. Indian Journal of Palliative Care, 14, 38–44.
Leung, S. S., Mak, Y. W., Chui, Y. Y., Chiang, V. C., & Lee, A. C. (2009). Occupational stress, mental health status and stress management behaviours among secondary teachers in Hong Kong. Higher Education Journal, 68, 328–343.
Lewin, C. (2005). Elementary quantitative method. In B. Somekh & C. Lewin (Eds.), Research methods in the social sciences (Chapter 25) (pp. 215–225). London: Sage Publications.
Lewis-Beck, M., Bryman, A., & Laio, T. (2004a). The Sage encyclopedia of social science research methods. Thousand Oaks, CA: Sage publications.
Lewis-Beck, M. S., Bryman, A., & Liao, T. F. (2004b). Encyclopedia of social science research methods. Thousand Oaks, CA: Sage.
Liamputtong, P. (2009). Qualitative research methods. Melbourne, Australia: Oxford University Press.
Machida, T. (2011). Teaching English for the first time: Anxiety among Japanese elementary school teachers. Unpublished Doctor of Philosophy in Elementary Education. Graduate College of the University of Illinois at Urbana-Champaign, Urbana, Illinois.
Nishimatsu, H. (2005). An investigation on teacher’s sense of efficacy and anxiety. http://libdspace.biwako.shigau.ac.jp/dspace/bitstream/10441/873/2/kyoiku55pp.31-38.pdf.
O’Donoghue, T. (2007). Planning your qualitative research project: An introduction to interpretivist research in education (1st ed.). New York: Routledge.
Olivier, M. A., & Venter, D. J. (2003). The extent and causes of stress in teachers in the George region. South African Journal of Education, 23, 186–192.
Onoda, M. (2008). Oya wa monster jya nai (Parents are not monsters). Tokyo: Gakuji Syuppan.
Pang, I. W. (2012). Teacher stress in working with challenging students in Hong Kong. Educational Research, Policy and Practice, 11, 119–139.
Pithers, R. T. (1998). Scottish and Australian teacher stress and strain: A comparative study. British Journal of Educational Psychology, 68, 269–279.
Punch, K. (2005). Introduction to social science research: Qualitative and quantitative approaches. London: Sage Publications.
Sakoda, Y., Ohtake, S., Nishiyama, H., Notomi, K., Hanashima, H., Tani, T., et al. (2011). Review of teachers’ career formation and approach to cultivate highly-motivated teachers at universities and graduate schools. Bulletin of Fukuoka University of Education, Part 4 Education & Psychology, 60, 203–214.
Scardamalia, M., & Bereiter, C. (1994). Computer support for knowledge-building communities. The Journal of the Learning Sciences, 3, 265–283.
Senyshyn, Y. (1999). Perspectives on performance and anxiety and their implications for creative teaching. Canadian Journal of Education Revue, 24(1), 30–41.
Shimazu, A., Okada, Y., Sakamoto, M., & Miura, M. (2003). Effects of stress management program for teachers in Japan: A pilot study. Journal of Occupational Health, 45, 202–208.
Shimomitsu, T., & Haratani, T. (2000). Reliability assessment and standard value definition for the Brief Job Stress Questionnaire. FY 1999 Survey report on the work related disease prevention. Ministry of Japanese Labour, pp. 126–138.
Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625.
Stainback, S., & Stainback, W. (1984). Methodological considerations in qualitative research. Journal of Persons with Severe Handicaps, 9, 296–303.
Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. Denzin & Y. Lincoln (Eds.), Handbook of qualitative research (pp. 273–285). California: Sage Publications.
Strauss, S., & Ziv, M. (2012). Teaching is a natural cognitive ability for humans. Mind, Brain, and Education, 6, 186–196.
Sutton, R., & Wheatley, K. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327–358.
Tang, J., Leka, S., & MacLennan, S. (2013). The psychosocial work environment and mental health of teachers: A comparative study between the United Kingdom and Hong Kong. International Archives of Occupational Environmental Health, 86, 657–666.
Van der Hulst, M. (2003). Long work hours and health. Scandinavian Journal of Work and Environmental Health, 29, 171–188.
Van Dick, R., Phillips, U., Marburg, M., & Wagner, U. (2001). Stress and strain in teaching: A structural equation approach. British Journal of Educational Psychology, 71, 243–259.
Van Veen, K., Sleegers, P., & Van de Ven, P. (2005). One teacher’s identity, emotions, and commitment to change: A case study into the cognitive-affective process of a secondary school teacher in the context of reforms. Teaching and Teacher Education, 21, 917–934.
Wada, K., Sairenchi, T., Haruyama, Y., Taneichi, H., Ishikawa, Y., & Muto, T. (2013). Relationship between the onset of depression and stress response measured by the Brief Job Stress Questionnaire among Japanese employees: A cohort study. PLoS ONE, 8, e56319.
Williams, M. (2002). Generalization in interpretive research. In T. May (Ed.), Qualitative research in action (Chapter 5) (pp. 125–143). London: Sage Publications.
Ziv, M., & Frye, D. (2004). Children’s understanding of teaching: The role of knowledge and belief. Cognitive Development, 19, 457–477.
Zurlo, M. C., Pes, D., & Siegrist, J. (2010). Validity and reliability of the effort-reward imbalance questionnaire in a sample of 673 Italian teachers. International Archives of Occupational and Environmental Health, 86, 665–674.