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