Abstract:

International research literature shows that teachers’ occupational stress and burnout are very much likely to affect their satisfaction with their jobs and working conditions influencing to a different extent their retention within the profession, their teaching approaches, their collegial relationships and their students’ outcomes (Crossman & Harris, 2006; Chaplain, 1995; Kyriacou, 2001; Kyriacou, Kunc, Stephens & Hultgren, 2003). There is now extensive international research in the area focusing on secondary as well as primary schools. The vast majority of articles explore the factors influencing the job satisfaction of teachers and principals and the causes of their occupational stress. Still, what about potential teachers? Have we ever wondered how potential teachers feel just before entering the profession?

The study in progress attempts to calculate the levels of occupational stress of the students of one of the largest private higher education institutions in Cyprus and also to identify the sources and factors of occupational stress, as perceived by them before entering the profession of the primary school teacher. The sample consists of students in the 3rd and 4th year of study (N=150). The data will be collected by using the Questionnaire Resource Intensity Professional for teachers (Mouzoura, 2005), adapted however, by the researchers to meet the purposes of the research and correspond to the subjects of the study.

In view of ongoing changes in schools and curricula as well as the working conditions of teachers, identifying factors influencing job satisfaction and occupational stress is timely as the ability to cope with change has become increasingly important for teachers and principals (Kyriacou, 2001). By highlighting the need to support potential teachers through ongoing and lifelong learning professional development in engaging with the complexities involved, this study in progress may provide an important evidence base which can inform university policy and administration in order to enhance the programs of study and constitute itself a guide for the development of study programs referring to potential teachers.

References:
[1] Chaplain, R. (1995). Stress and job satisfaction: a study of English primary school teachers. Educational Psychology, 15 (4), p. 473 – 489.
[2] Crossman, A. & Harris, P. (2006). Job satisfaction of secondary school teachers. Educational Management Administration Leadership, 34(1), p. 29-46.
[3] Kyriacou, C. (2001). Teacher stress: directions for future research, Educational Review, 53, 1, 27-35.
[4] Kyriacou, S., Kunc, R., Stephens, P., & Hultgren, A. (2003). Student teachers’ expectations of teaching as a career in England and Norway. Educational Review, 55, p. 255-263.
[5] Mouzoura, E. (2005). Phges kai antimetwpish epaggelmatikou – synaisthimatikou fortou ekpaideytikwn: Syndesh atomikwn kai kinwnikwn xarakthristikwn entashs. Unpublished PhD thesis. Thessalonikh: Aristoteleio Panepisthmio Thessalonikhs

Keywords:

Occupational sources of potential teacher stress, potential primary school teachers, higher education institution.