Quantitative Analysis on : Reducing Teacher's Stress - Article Example

Twenty-three of these variables were found to have significant change after the experiment was tested on the control and sample population. Review of Related Literature Different studies on stress factors in teachers have been studied, and a myriad of knowledge has been available for more than five decades. Available literature showed that integrative paradigms were able to identify and relate different stress-inducing variables. The significant studies conducted in previous years, implies that identification of the sources of stress and immediate therapy of the individual may give positive results.

The studies on stress and its sources from various aspects of an individual’s life, specifically of teachers, is an evidence that points out the absence of a single approach to help teachers cope up with the day-to-day stress that they experience (Bertoch et al., 1988). Because of the various research findings, Bertoch et al., (1988), decided to create a more unified approach on stress management for teachers, in such a way that all the aspects of life may be incorporated and evaluated. Hypothesis The main hypothesis of the study is that the control and the experimental sample population of the high level stress population will have no difference after implementation of the treatment program.

Consequently, the second hypothesis is that the behavior and stress levels of the experimental sample population will have no significant change from the evaluation during pre-treatment stage and after completion of the treatment program (Bertoch et al., 1988). Method Participants The population in the study was from northern Utah. They were public school teachers both from middle and high school. The teachers have been qualified, and the total sample size was 30. The 30 qualified participants were divided into two, using random sampling.

The control group had 15 participants, and the same number for those who will be subjected to the treatment program (Bertoch et al., 1988). Based on the demographic information, all participants were Caucasian, had an average age of 38.1 years old and had almost the same number of years of teaching experience, at 9.1 to 9.5 years. The male/female ratio of the population for both the control and experimental group was 6/9. All of the participants in the experimental group were married with no divorcee while the control had 13 married and 2 divorcees.

Moderate alcohol use of the control group was relatively higher at 40% compared to that of the treatment group, which is 27%. No participant in the sample population was found to use non-prescription drugs (Bertoch et al., 1988). Instruments The treatment program composed of twelve two-hour sessions where the experimental population was subjected. The sessions were of a holistic approach beginning from the identification of the stress and understanding of the physical, emotional, social, psychological and environmental aspects of a human being.

The first instrument used to measure the study was Structured Clinical Stress Interview (SCSI) by two experts was used to measure the stress levels of the participants. The second was the Self-Report Measures, encompassing three different assessments: the Derogatis Stress Profile (DSP), Occupational Stress Inventory (OSI), and the Teacher Stress Measure (TSM). The alpha reliability was the reliability evidence used for all three instruments on the Self-Report M