Find a copy in the library
Finding libraries that hold this item...
|All Authors / Contributors:||
Laurence Bergugnat-Janot; Éric Debarbieux; Université de Bordeaux II.
|Description:||268-IX f. ; 30 cm.|
|Responsibility:||Laurence Bergugnat-Janot ; sous la dir. d'Éric Debarbieux.|
Numerous surveys have found evidence that the education field is going through a difficult period. Since the sixties multiple explanations and analysis are investigated in the world about stress problem. Specific stressors, coping strategies and adjustment criteria are measured. We side with the analysis of Debarbieux (1999) about the issue of no team spirit and a lack of coherence as risk factors for all those who work in a school. Using transactional approach (Lazarus & Folkman, 1984) we attempt to show how individual teachers stress is linked to collective action as social support. We visited 16 primary schools and observed 70 teachers in their classroom then in an interview. We find using a model between psychology (stress theory) and sociology (action theory) that 50% of our population is stressed that is teachers don't control any much their environment (Perceived stress scale, Cohen & Williamson, 1988). Coping strategies are rational action (Weber), self reflection (Giddens), subjectivity (Touraine) and occupational habit (Bourdieu). They are more or less efficient in job solitude , but we found on the other hand that collective action and social support are still unusual, or even absent, sometimes even stress predictor. We purpose therefore for the future healthier schools with occupational working relations to serve a cooperative and united team spirit.
- Professeurs des écoles -- Thèses et écrits académiques.
- Stress lié au travail -- Thèses et écrits académiques.
- Gestion du stress -- Thèses et écrits académiques.
- Enseignants -- Stress lié au travail -- Thèses et écrits académiques.
- Médiation -- Thèses et écrits académiques.