STRESS AND STATUS IN TEACHING: AN INVESTIGATION OF POTENTIAL GENDER‐RELATED RELATIONSHIPS

Abstract

Research into stress among teachers in the UK has indicated gender differences relating to the levels and types of stress experienced. The results of a study employing two types of measurement: semi‐structured interviews and an in‐depth postal questionnaire of 1,790 teachers is reported. The study focused on: the different career patterns of male and female teachers; the respective levels of education; the distribution in primary and secondary schools; and acquisition of incentive allowances; and the under‐representation of women at managerial levels. The results revealed that female teachers are not realising the levels of seniority, salary and responsibility of their male colleagues, and that levels of stress and satisfaction differ according to gender. Of major importance was the finding that both male and female teachers are reporting higher levels of stress symptoms than those of comparable occupational groups.

Citation

Travers, C.J. and Cooper, C.L. (1991), "STRESS AND STATUS IN TEACHING: AN INVESTIGATION OF POTENTIAL GENDER‐RELATED RELATIONSHIPS", Women in Management Review, Vol. 6 No. 4. https://doi.org/10.1108/09649429110000555