For many educators the teaching profession has become a job filled with growing amounts of tension and stress which, when unattended, can lead to occupational burn-out. Through the multiple regression analysis of the responses of 95 west central Georgia classroom teachers to the Clark Teacher Occupational Stress Factor Questionnaire, this study sought to determine the current levels of teacher stress within the group and to determine whether there were correlations between the characteristics of the group and the perceived levels of stress.
The findings indicated that classroom teachers find professional inadequacies and job overload to be the major stress producers of the five areas under consideration. It was also found that female teachers generally find teacher-principal relationships and job overload more stressful than do males. Relationships between age and perceived level of stress as well as relationships between teaching specialty and perceived level of stress were detected. The .05 level was used to establish statistical significance throughout the study.
The findings comfirmed the idea that teacher stress is a complex, multidemensional phenonenon that warrents further investigation.
","abstract_html":"<p>For many educators the teaching profession has become a job filled with growing amounts of tension and stress which, when unattended, can lead to occupational burn-out. Through the multiple regression analysis of the responses of 95 west central Georgia classroom teachers to the Clark Teacher Occupational Stress Factor Questionnaire, this study sought to determine the current levels of teacher stress within the group and to determine whether there were correlations between the characteristics of the group and the perceived levels of stress.</p> <p>The findings indicated that classroom teachers find professional inadequacies and job overload to be the major stress producers of the five areas under consideration. It was also found that female teachers generally find teacher-principal relationships and job overload more stressful than do males. Relationships between age and perceived level of stress as well as relationships between teaching specialty and perceived level of stress were detected. The .05 level was used to establish statistical significance throughout the study.</p> <p>The findings comfirmed the idea that teacher stress is a complex, multidemensional phenonenon that warrents further investigation.</p>","abstract_has_math":false,"creators":["Beasley, William D."],"institution":null,"degree_name":"Specialist in Education","degree_level":"Thesis","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["Dr. Joseph George","Dr. Carolyn Cartledge","Dr. James Brewbaker"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1987,"date_issued":"1987-01-01T08:00:00Z","date_published":"1987-01-01T08:00:00Z","updated_at":"2026-07-24T01:45:25Z","subjects":["Teaching","Educator","Georgia","Clark Teacher Occupational Stress Factor Questionnaire","Job Overload","Stress","Education","Educational Psychology","Teacher Education and Professional Development"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://csuepress.columbusstate.edu/theses_dissertations/596","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. Joseph George","Dr. Carolyn Cartledge","Dr. James Brewbaker"]},{"key":"dc:creator","label":"Author","values":["Beasley, William D."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Teacher Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Specialist in Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Teaching","Educator","Georgia","Clark Teacher Occupational Stress Factor Questionnaire","Job Overload","Stress","Education","Educational Psychology","Teacher Education and Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://csuepress.columbusstate.edu/theses_dissertations/596"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["For many educators the teaching profession has become a job filled with growing amounts of tension and stress which, when unattended, can lead to occupational burn-out. Through the multiple regression analysis of the responses of 95 west central Georgia classroom teachers to the Clark Teacher Occupational Stress Factor Questionnaire, this study sought to determine the current levels of teacher stress within the group and to determine whether there were correlations between the characteristics of the group and the perceived levels of stress.
The findings indicated that classroom teachers find professional inadequacies and job overload to be the major stress producers of the five areas under consideration. It was also found that female teachers generally find teacher-principal relationships and job overload more stressful than do males. Relationships between age and perceived level of stress as well as relationships between teaching specialty and perceived level of stress were detected. The .05 level was used to establish statistical significance throughout the study.
The findings comfirmed the idea that teacher stress is a complex, multidemensional phenonenon that warrents further investigation.
"]},{"key":"dc:title","label":"Title","values":["Stress in Teaching: An Exploration of Possible Sources"]}]}],"canonical_facts":{"dc:contributor":["Dr. Joseph George","Dr. Carolyn Cartledge","Dr. James Brewbaker"],"dc:creator":["Beasley, William D."],"dc:description.abstract":["For many educators the teaching profession has become a job filled with growing amounts of tension and stress which, when unattended, can lead to occupational burn-out. Through the multiple regression analysis of the responses of 95 west central Georgia classroom teachers to the Clark Teacher Occupational Stress Factor Questionnaire, this study sought to determine the current levels of teacher stress within the group and to determine whether there were correlations between the characteristics of the group and the perceived levels of stress.
The findings indicated that classroom teachers find professional inadequacies and job overload to be the major stress producers of the five areas under consideration. It was also found that female teachers generally find teacher-principal relationships and job overload more stressful than do males. Relationships between age and perceived level of stress as well as relationships between teaching specialty and perceived level of stress were detected. The .05 level was used to establish statistical significance throughout the study.
The findings comfirmed the idea that teacher stress is a complex, multidemensional phenonenon that warrents further investigation.
"],"dc:identifier":["https://csuepress.columbusstate.edu/theses_dissertations/596"],"dc:language":["English"],"dc:subject":["Teaching","Educator","Georgia","Clark Teacher Occupational Stress Factor Questionnaire","Job Overload","Stress","Education","Educational Psychology","Teacher Education and Professional Development"],"dc:title":["Stress in Teaching: An Exploration of Possible Sources"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Specialist in Education"]},"updated_at":"2026-07-24T01:45:25Z"}