Public Attitudes on Major Issues

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• 1 phyllis c. murray
  · Jun 22, 2007 at 3:11 am

  Re. “Public Attitudes on Major Issues”

  Teacher Stress: Past and Present
  By Phyllis C. Murray

  In 1979, The New York State United Teachers had made it
  evident that teaching was identifiably one of the most
  stress filled professions. NYSUT had been zeroing in on the
  causes of stress among teachers. In order to do this, their
  research division conducted a May’79 survey on a
  representative group of teachers. The data sheet was
  designed to elicit those situations which were most
  stressful. The items listed were arranged in order of
  intensity. The top ten items created the most stress: (3)

  MANAGING DISRUPTIVE CHILDREN
  INCOMPETENT ADMINSTRATOR-LACK OF ADMINISTRATIVE SUPPORT
  MAINTAINING SELF CONTROL WHEN ANGRY
  OVERCROWDED CLASSROOM
  FIRST WEEK OF SCHOOL
  DISAGREEING WITH SUPERVISOR
  DEALING WITH COMMUNITY RACIAL ISSUES
  PREPARING FOR A STRIKE
  TARGET OF VERBAL ABUSE BY STUDENT
  THEFT AND DESTRUCTION OF TEACHER PROPERTY

  It might be noted that urban teachers reported over three
  times more items as stressful than the rural teachers and
  almost twice as many items as suburban teachers. Also
  evident was the fact that the 31 to 40 year old teachers
  appeared to be under greater stress with the 41 to 50 year
  old teachers reporting only half as many items as stressful
  and teachers over 50 reporting even fewer items.(3)

  Effects of Stress

  Doctors have noted that continued and prolonged periods of
  stress results in a disabling condition for the person
  affected. Many diseases are associated with or aggravated
  by stress: ulcers, migraines, asthma, ulcerative colitis
  and especially coronary heart disease. Prior to the onset
  of the conditions enumerated above, other symptoms occur.
  There may be indecision, reduced appetite, loss of weight,
  irregular bowel movement, headache, backache, skin rashes,
  insomnia, nervousness, tremors, poor memory and
  irritability.(6)

  Teachers are not exempted from these conditions. Labeled
  Battered Teacher Syndrome, a psychiatrist found that many
  teachers were exhibiting the same classic symptoms of
  combat fatigue which faced front-line soldiers. These
  symptoms included depression, anxiety, hypertension,
  nightmares, blurred vision and ulcers.(1)

  A stress survey conducted by the Chicago Teachers’ Union
  in ‘ 79 showed similar results with reports from teachers
  of hypertension, ulcers, colitis, insomnia, migraines, skin
  problems and lowered resistance to upper respiratory
  infection.(1)

  Stress and Emotional and Psychological Fears

  Fear of bodily harm from a student or parent or intruder
  can be a source of stress. To see a fellow teacher injured
  or attacked can often be as upsetting to the onlooker as it
  is to the one harmed. Teacher assaults, termed battered
  Teacher Syndrome, account for a kind of battle fatigue in
  classrooms. In 1979, New York City, school crimes had risen
  16% over the past year.(1) Teachers were often robbed at
  gun and knife point and assaulted with pipes and chains.
  Nationally, more then 5,000 teachers were attacked in
  school during a month. (1) Of smaller magnitude were the
  often daily incidents of insubordination in the
  teacher/pupil relationships i.e. failure to perform
  appropriate tasks, verbal abuse. Today, the schools have
  become mini-prisons. There is a police presence in some
  high schools. Metal detectors, lock-downs, and hall patrols
  by security guards are visible. Teacher Stress is a day to
  day reality in the urban setting.

  Proposal for Resolving Stress in the Classroom

  As a result of the NYSUT Stress Survey, the major stress
  factor was diagnosed as the disruptive child in the
  classroom. To zero in on this problem, fifty teachers
  throughout the state received leadership training in how to
  deal with stress in the classroom. They were asked to go
  back to their districts and confer with every teacher in a
  workshop-type environment. Hence, every teacher in the
  state would benefit from their training.(3) In schools that
  experienced a high level of disruptions, a task force was
  created to administer psychological first aid to the
  battered teacher.

  Although the above proposals or initiatives are
  commendable, other alternatives have always been present.
  If one were to examine the UFT contract, he would note the
  specifics for resolving the problem of the disruptive
  child. If one were to also examine New York School Law, one
  would realize that no child has the right to interrupt the
  education of the group. If the child is disruptive because
  of an emotional or physical handicap, he must be placed in
  the most appropriate and least restrictive environment. If
  parents are neglecting their responsibility as parents,
  there are provisions under the Bureau of Child Welfare to
  address and ameliorate these problems.

  Conclusion

  The burden or responsibility for staying in control of ones
  health must not be totally relegated to others. Although
  changes in working conditions are not won singularly, each
  member participates as an integral part of the union body.
  The members must see that the grievance machinery is
  operable and use it. Workshops on stress, resource
  materials and resource persons are made available to
  members through the union. The members must also follow the
  contract with all its safeguards. And since the goals of
  the union are not in conflict with the goals of the
  students, both students and teacher serve to gain.

  The political arm of the union must see that there is
  accountability from public officials. Quality education
  must be a priority in the city. It cannot be used as a
  negotiable item at the onset of each fiscal crisis by
  politicians. Nor must community groups use students as
  pawns in disputes within the community vis a vis
  parent/teacher conflicts or parent/administration
  conflicts. If we can find the school that meets the needs
  of each student, we will find an effective school devoid of
  the type of debilitating stress ineffectiveness breeds.

  Phyllis C. Murray
  UFT Chapter Leader

  NB
  This paper was researched while I attended the Cornell
  School of Industrial and Labor Relations in 1981

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