Teacher stress and curriculum change : a conceptual analysis and framework for research

The demands of work place stress upon the person who carries out the task. There are a number of studies of occupational stress in the corporate business world. However, research of stress in Australian schools has received little attention despite generalisations that teaching is second only to the medical profession in the quantity of pressure experienced. This study is based on the view that significant organisational consequences arise from the stress to which an individual is exposed. Curriculum change is described and occupational stress is examined. The needs of teachers are discussed. Major theories of motivation, and existing and proposed promotion structures are considered and assessed. A suggested framework for research follows and sample elements which could be used in a research instrument, aimed at quantifying stress in the teaching profession, has been provided. The purposes of this study are to investigate the relationship between teacher stress and curriculum change, to identify concepts and variables which are important in understanding and explaining the relationship between teacher stress and curriculum change, to build a conceptual framework and determine an appropriate methodology for further research on the relationship between teacher Stress and curriculum change, and to prepare sample elements for a questionnaire which may be used as part of the research methodology in a future investigation.