Job stress is a multidimensional phenomenon. The
researcher sought to examine variables that cause
vocational teachers to experience stress in their
teaching occupations and to evaluate the effects of these
related stressors.
This research evaluated the relationships between
school systems and vocational teacher stress, teacher
internal characteristics and vocational teacher stress,
and students and vocational teacher stress. It also
analyzed vocational teacher stress using a proposed
causal model that was developed using the literature on
teacher stress as a conceptual framework. The model
attempted to examine the linkages that exist among
vocational teacher stress, school systems, teacher
internal characteristics, and students.
Role ambiguity, role conflict, school stress, task
stress, supervisory support, nonparticipation, peer
support, role overload, and management style were the
areas identified in the literature that could be used as
indicators of the school systems category. Role
preparedness, job satisfaction, life satisfaction,
illness symptoms, locus of control, and self esteem were
the concepts identified in the literature that could be
used as the variables associated with teacher internal
characteristics. Class size, student learning, and
student behavior were the three areas identified in the
literature as student related variables.
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