However, the manner in which stress. The influence of stress states on cognition is widely recognized. So how will you cope with stress, and how stressed are you already Find out with this. But too much stress makes you at best ineffective, and at worst physically ill. In the same way, pressure can help you excel at work. Self-Scoring Stress Questionnaire HOW STRESSED ARE YOU Actors and sports stars use fear to power their best performances.

Hypnotherapy is undertaken while a subject is in a state of. This article presents two studies providing initial psychometric and validation evidence of a short multidimensional self-report measure of stress state, the Short Stress State Questionnaire (SSSQ) based on the Dundee Stress State Questionnaire (DSSQ. Stress is an important aspect of operational settings. 084-097, March, 2013 Available online Copyright В© 2013 Transnational Research JournalsDundee Stress State Questionnaire Pdf.

With regard to the coping strategies thatinshould beconditions, adopted byreduction the authorities, it was found that in thea most ones were improvement working of the number of pupils class,effective and raising teachersвЂ™ salaries. The most effective strategies of coping with stress was through conducting a healthy family life, understanding and control in teaching, personal acquaintance with the pupils, and devoting time to self leisure activities. It was found that 36.2% of the Israeli teachers reported a high to very high level of stress due mainly to the stress of overloaded classes, pupil behavioral problems, lack of educational resources, and poor working conditions. There were 425 teacher participants in the research, and a structured questionnaire was use to examine the level of stress, stressors and coping strategies in the teaching work (Kyriacou and Chien, 2004).

In a survey carried out by Howard and Johnson (2004) on the sources of stress, they found a number of factor categories: 1. Comish and Swindle (1994), has defined stress as a mental and bodily state that influences a personвЂ™s productivity, efficiency, health and the quality of work that he performs.In the exploratory factor analysis (EFA) carried out by Travers and Cooper (1996) in the research they conducted among teachers in Britain, they defined ten factors: pupil-teacher interaction, culture and school organizational structure, class size, changes in the educational system and in educational policy, teacher appreciation, attitude of supervisors, low status and no chance of promotion, lack of security or instability in work, ambiguity in the role of the teacher. Good adjustment between people and their environment lessens stress, while a lack of rapport between them leads to stress (Wilson and Hall, 2002 Brown and Ralph, 2002).Later on the concept was define as a situation that creates negative feelings such as frustration, tension, worry and anxiety (Abel and Sewell, 1999 Byrne, 1998). Stress is defined as a state in which the individual faces higher demands than the resources at his disposal (Lazarus and Folkman, 1984). In studies conducted in Eastern countries it was found that the stress level among teachers was very high and widely prevalent (Kyriacou and Chien,2004 Meng and Liu, 2008), while those conducted in Arab countries also reported a high level of stress among teachers (Al-Khalefa, 1999 Khaleel, 1999 Mohammed, 2000 in: Al-Mohannadi and Capel, 2007). Studies conducted in Western countries have shown that one out of every three teachers reported being under stress or even extreme stress (Pithers and Soden, 1998).

Poor working conditions: Insufficient appliances, means and resources, overloaded classes, a high noise level in the working environment, a geographically isolated school (far from residential areas). Conflicts and ambiguity in teacher role: Conflicts among approaches and philosophies of the teachers and those of the school, demands by the Education Department for changes and innovations, new functions required to be carried out without suitable training, exaggerated administrative demands and tasks. Time stress: Insufficient time for preparation, exaggerated demands.

With autism, attention deficit and hyperactivity disorder, low ability or low emotional intelligence), too many teaching subjects, overloaded tasks, and too few leisure hours, vocations and holidays. Less important causes were Special students in the class (e.g. In their research, Meng and Liu (2008) found that the five main causes of stress were: Pupils without motivation, pupils who showed a bad attitude towards class assignments bad pupil behavior a lack of teaching accessories, and of public understanding of the difficulties of the teaching profession. Extra-organizational stress factors: Negative attitude of the public towards the work of teachers andStatus of mathematics in Chinese high schools increased the level of stress for teachers of mathematics. Lack of personal adaptation: Teachers feel they are incapable and/or are not well-trained, teachers who wish to teach courses or subjects outside the their sphere of training, lack of appreciation, encouragement or support by their colleagues and the school administration. Bad relations among colleagues: Lack of trust and cooperation among colleagues and competitiveness.

The prestigiousRegarding the meanstothat the schools and authorities should take, according the views of the teachers, theStrategies for Coping with Stress Coping is defined as the effort to control situations of harm or any kind of challenge when automatic reaction is not possible (Monat and Lazarus, 1977). The research conducted by Meng and Liu (2008) found that the level of stress among teachers in China were extremely high, and that the stress factors among teachers in China were more serious than in otherHigh stress and reduction in the quality of life (Yang, Ge, Hu, Chi, and Wang, 2009).Countries dueand to the therigid educational system, the school environment, value system. In the exploratory factor analysis carried out by Kokkinos (2007) in the research he conducted among elementary school teachers in Cyprus, he defined eleven factors for stress: Pupil behavior, control over improper pupil behavior, decision making, connections with colleagues, ambiguity of role, poor working conditions, pupil respect for the teacher, workload, appreciation of teachers by their colleagues, time stress, certain teaching demands. This is also the conclusion reached by Taylor, Zimmer and Womack (2005). Many researchers (Abel and Sewell, 1999 Byrne, 1998 Woods and Weasmer, 2002) believe that the main source for stress among teachers is the confrontation with pupils for bad behavior. The extensive load and crowded conditions in the school and classes were an important factor for stress.

In the research conducted by Kyriacou and Chien (2004) it was found that the best way to overcome stress was to adopt coping strategies such as вЂњensuring a healthy family lifeвЂќ, besides вЂњsomeone is standing by you and understands youвЂќ. If the ability to cope is low or dependent only on basic and not well-developed coping strategies, this might lead to negative emotional reactions and burnout among teachers (Montgomery and Rupp, 2005). Their work does not end when they come home, and in order to withstand all this, a teacher has to adopt strategies of coping and adjustment. Teachers come into daily contact with pupils, confronting innumerable disruptions and difficulties with special need pupils, with the absence of sufficient resources and the lack of support вЂ“ all those factors that had been shown above as causing stress.