Inventory Development
 Professional Variables

 

The remaining variables -- those termed professional, work, or job variables -- were hypothesized to be at least somewhat related to the strength of stress. These variables include student number and grade level. Additionally, the magnitude of these relationships would be in the low to low-moderate range, if significant at all. With respect to student number, it was hypothesized that the number of students taught would be somewhat related to stress levels (Fimian, 1983). Earlier investigations indicated a very low positive correlation between teacher stress and student number; the more students taught, the more stress was experienced and reported. Using Pearson r analyses to correlate the number of students taught (total teacher n = 2,731) with Total Stress Scores, a coefficient of .13 (p = .00 1) resulted. These data indicate that there is a small yet significant relationship between reported student number and teacher stress, with teachers who have larger class sizes and caseloads reporting more stress than teachers working with fewer students; as in the case of the prior variables, and due to the small magnitude of the index and the large sample size, this relationship may be due more to the sensitivity of the analyses than to actual relationships between caseload size and teacher stress. Apparently the size of teaching caseloads is somewhat related to teacher stress, though it is so to only a limited degree.

When discussing grade level, it has often been noticed how simple a matter it is working with younger students; teachers teaching older students were often thought to experience more stress caused by the inherent difficulties of their jobs (noted in Greenberg, 1984). However, it was earlier hypothesized and confirmed that grade level taught would bear little relationship to stress levels (Fimian, 1983). Using Pearson r analyses to correlate the grade level taught (total teacher n = 2,712) with Total Stress Scores, a coefficient of .02 resulted, indicating the absence of a relationship between the grade level at which one teaches and the stress experienced while teaching. Apparently, teaching younger students in the lower grades can result in just as much stress as teaching in the later grades.