Stress and Job Satisfaction: a study of English primary school teachers

Abstract

Using a self‐report questionnaire, a picture of the sources of stress and job satisfaction amongst a sample of 267 teachers, drawn from primary schools in the North and Eastern regions of England, is established. Teachers scored the frequency and intensity of 18 items on a stress scale. A principal components analysis was carried out and three factors were identified: professional concerns, pupil behaviour and attitude and professional tasks. The strongest correlations were found between professional concerns and occupational stress. Biographical factors were examined and significant differences were found between men and women, and teachers of different ages and length of teaching experience. Men reported more stress than women on professional tasks and pupil behaviour and attitude. Women scored higher than men on professional concerns. Just over one‐third of teachers were satisfied with their job. When specific facets of job satisfaction were examined, teachers were most satisfied with their professional performance and least satisfied with teaching resources. Stress and job satisfaction were found to be negatively correlated. High reports of occupational stress were related to low levels of job satisfaction. Attention is drawn to the likely significance of including a frequency as well as intensity measure when considering the experience of stress and to the complex nature of job satisfaction.