The notion of teacher wellbeing is no longer remote and intangible as increasing numbers of schools and their teachers are finding the time to give it priority, seeing first-hand the benefits that arise. This bulletin will explore the meaning of wellbeing and the sources of negative stress within the teaching profession.

Wellbeing requires harmony between mind and body. It implies a sense of balance and ease with the pressures in a person's life. There is no under-stimulation, and no excessive negative stress. Above all, there's a sense of control over one's destiny.

Positive and negative stress
We all need stress in our lives. Without it we would not be able to reach our potential, to achieve and to make progress in our lives. We need a positive impetus to provide that edge, that desire to get up in the morning and perform in whatever way the day demands of us.

Yet there is a point at which this positive drive becomes an unhealthy pressure, inflicting adverse physical and emotional symptoms on us. These symptoms, if unheeded, can develop into serious and potentially life-threatening conditions.

There is such a thing as positive stress as well as negative stress, and knowing the fine and shifting line between the two allows us to look after, and pace, ourselves. However, as schoolmanagers, there is a certain responsibility involved in helping to ensure that staff have this self-knowledge and use it too.

What triggers negative stress in teachers and others working in schools?
In Teachers Under Pressure by Cheryl Travers and Cary Cooper, the authors summarise a model of occupational stress:

• intrinsic to the job, such as regular change and public accountability etc
• role in the organisation
• relationships at work
• career development
• organisational structure and climate
• home-work interface

These sources exert pressure on the individual to produce symptoms such as:

• high blood pressure
• depressed mood
• excessive drinking
• irritability
• chest pains

• high absenteeism
• high labour turnover
• industrial relations difficulties
• poor quality control

Why focus on wellbeing
A conference on wellbeing organised earlier this year by the Teacher Support Network reminded us that out of every 100 teachers enrolled into teacher education institutes, 40 drop out of their course, 15 move into another branch of education and 10 leave after just three terms in teaching. This leaves around one third still teaching.

In addition, 49 per cent of applicants for ill-health retirement from education cite psychiatric reasons. And in the last three and half years alone, over 63,000 people have used the Teacher Support Line (08000 562 561).

While no single source can provide an answer to this clear and obvious distress in the profession, there are plenty of ways in which school communities can help themselves to ensure they don't fall victim to the ravages of negative stress. These will be explored in the following bulletins.

Part 2 ->

Further information

• Cooper, CL and Travers, CJ, Teachers Under Pressure: Stress in the teaching profession, Routledge, ISBN 0415094844
• The Teacher Support Network: www.teachersupport.info
• Teacher Support Line: 08000 562 561

Originally published on Eteach