A proposed causal model of vocational teacher stress

Abstract

This study investigated the impact of three latent variables comprised of 18 indicator variables or stressors on vocational teacher stress. A causal model was constructed using the literature on teacher stress as a conceptual framework. The causal model examined the linkages that exist among school systems (role ambiguity, role conflict, school stress, task stress, supervisory support, non-participation, peer support, role overload and management style) and vocational teacher stress. It examined the linkages among teacher internal characteristics (role preparation, job satisfaction, life satisfaction, illness symptoms, locus of control and self-esteem) and vocational teacher stress. It examined the linkages among students (class size, student learning and student behaviour) and vocational teacher stress. Linear Structural Relations Analysis (LISREL) was used to evaluate the effects of the identified stressors on vocational teacher stress. The proposed causal model was found to be successful in explaining 72% of the variance in vocational teacher stress.