COPING WITH STRESS:AN INVESTIGATION OF

NOVICE TEACHERS' STRESSORS IN THE

ELEMENTARY CLASSROOM
Rieg, Sue A
; Paquette, Kelli R
; Chen, Yijie
. Education 128.2 (Winter 2007): 211-226.
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Abstract (summary)
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Research supports teacher preparation programs to recognize stress factors and to assist
students and new teachers with effective coping mechanisms. Twenty-five to fifty percent
of beginning teachers resign during their first three years of teaching (Fleener, 2001;
Roulston, Legette, & Womack, 2005). Among all the causes, stress from teaching is one
of the salient factors that has been investigated by many educators (Wadlington, Slaton,
& Partridge, 1999). Having the ability to deal with stressors is vital in teacher retention.
This study investigated causes of stress and ways to alleviate stress for novice elementary
teachers. [PUBLICATION ABSTRACT]

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Headnote

Research supports teacher preparation programs to recognize stress factors and to assist
students and new teachers with effective coping mechanisms. Twenty-five to fifty percent
of beginning teachers resign during their first three years of teaching (Fleener, 2001;
Roulston, Legette, & Womack, 2005). Among all the causes, stress from teaching is one
of the salient factors that has been investigated by many educators (Wadlington, Slaton,
& Partridge, 1999). Having the ability to deal with stressors is vital in teacher retention.
This study investigated causes of stress and ways to alleviate stress for novice elementary
teachers.
"Preparing lesson plans, changing them to fit students' needs, and constantly grading
papers while preparing for the next day of teaching... My cooperating teacher was
certainly not a positive role model and we did not have a good relationship during my
junior block experience... I was worried about the students' home situations and whether

the children's basic survival, social, and emotional needs were being met by the
families... I had very little sleep and no time for myself... Time management and getting
used to not having time during the day to get things done... The preparation of lessons for
the following days..." These responses were given by a group of pre-service teachers after
being asked, "What do you consider to be your main causes of stress during your field
experience?" Many novice teachers verbalized the same apprehensions which focused on
four domains: students, teachers, parents, and self. How can teacher educators prepare
future teachers to handle these issues effectively?
Teacher preparation programs should prepare students to recognize stress factors and to
employ effective coping mechanisms. As reported by Fleener (2001), twenty-five to fifty
percent of beginning teachers resign during their first three years of teaching. Roulston,
Legette, & Womack (2005) confirm this estimate by reporting that about thirty-three
percent of new teachers quit the teaching profession during their first years. Among all
the causes, stress from teaching is one of the salient factors that has been investigated by
many educators. Having the ability to deal with stressors is vital in teacher retention.
Preservice and novice teachers should not "sink" but rather identify stress factors, cope
with these issues, and "swim" happily through a rewarding career in education.
Questions addressed in this study included, "What are the leading pre-service teachers'
concerns prior to their field experiences? What are pre-service teachers' and novice
teachers' main stressors during field experiences or their first year(s) of teaching? How
can teacher educators assist with relieving pre-service teachers' and novice teachers'
stress? How can pre-service teachers and novice teachers identify their personal stressors
and utilize effective coping mechanisms to eliminate and/or alleviate the identified
stressors?
Literature Review
What is Stress?
Although studies of pre-service teachers' stress did not identify one universal definition
of stress (Miller & Fraser, 2000; Morris & Morris, 1980), there seemed to be a shared
understanding of stress as an unpleasant emotional state (Miller & Fraser, 2000). Other
definitions of stress include: the non-specific responses of the body to any demands made
on it, a behavioral adjustment triggered by certain environmental conditions, and a
response to pressures, responsibilities, and real or imaginary threats from the
environment (Morris & Morris, 1980). Specifically for educators, teacher stress is defined
as a response syndrome of negative effects resulting from the teachers'job (Kyriacou &
Sutcliffe, 1997, as cited in Hopkins, Hoffman, & Moss, 1997).
Sources of Stress
Studies of pre-service teachers' stress usually began with an investigation of the causes of
the stress. Lack of experience, unclear perception of own status, conflict between advice
and expectations, and lack of strategies coping with emergent situations are among those

factors that make pre-service teachers extremely vulnerable to stress (Abebe &
Shaughnessy, 1997; Beach & Pearson, 1998; Hopkins, Hoffman, & Moss, 1997; Kaunitz,
et al., 1986). Bowers, Eicher, and Sacks (1983) reported that pre-service teachers'
anxieties are based upon two areas of concern: classroom discipline and relationships.
Specifically, relationships with students, cooperating teachers, and parents constructed
the affective concerns, while subject knowledge, instructional strategies, and
differentiated teaching constructed the instructional concerns.
Similarly, Morris and Morris (1980) identified four main stress domains related to
student teaching. Among these four domains, dealing with student behavior was
identified as the most stressful. Disciplining students, motivating students, and getting
students on task are main sources of stress for pre-service teachers. The second domain
considers relationships with supervisors, including classroom cooperating teachers and
college supervisors, which require pre-service teachers to maintain a high-level of
performance and at the same time establish a good interpersonal relationship with both
supervisors. The third domain includes pre-service teachers' sense of self-efficacy, such
as the ability to develop lesson plans, to use a variety of instructional strategies, and to
employ effective classroom management skills. The fourth domain involves student
learning which includes identifying and adapting to student diversity, multiple learning
styles, and mastery and application of the content knowledge.
Pre-service teachers and novice teachers have many similar stress experiences. However,
pre-service teachers have some unique concerns, such as being liked and accepted by
students, relationships with college supervisors, classroom cooperative teachers and staff,
and effectively dealing with mistakes in their teaching (Kaunitz, Spokane, Lissitz, &
Strein, 1986). Beach and Pearson (1998) identified four types of conflicts and tensions
faced by pre-service teachers. The first obstacle is curriculum and instruction which
refers to the conflict between an intended plan and the actual teaching. The second
tension considers interpersonal relationships, pre-service teachers' relationships with
students, teaching colleagues, and school administrators. The third concern is selfconcept or role. It is a difficult task for pre-service teachers to identify themselves as both
student and teacher in terms of their identity and friend or authority in terms of their
relationship with students. The fourth one is contextual and institutional which refers to
the disparity between their own beliefs and attitudes and those of teacher education
programs and schools.
Stress Coping Strategies
Stokking, Leenders, Jong & Tartwijk (2003) reported that a smooth transition from
training to practice is necessary. They described a four-level model to assist preservice
teachers in linking theory to practice: 1) The institutional level identifies the significance
of cooperation between higher education institutions and schools. 2) The curriculum level
addresses the structuring of the transition period. 3) The relational level addresses
supervision and mentoring. 4) The individual emphasizes the significance of individual
reflection.

Researchers classify stress-reducing strategies as follows:

Enhance or Augment Field-based Experiences
The importance of multiple and early field experiences has been identified by various
researchers as reducing pre-service teachers' stress and anxiety. Increased field-based
experiences not only provide pre-service teachers with a complete perspective of the
teaching profession, but also elevate their self-image and self-confidence (Bowers, Eicher
and Sacks, 1983; Sumpter, 1995).
Practical Workshops for Both Supervisors and Preservice Teachers
To reduce intense relationships among pre-service teachers and classroom supervisors
and university supervisors, workshops offering non-threatening supervising skills and
techniques should be provided (Brewers, Eicher, & Sacks, 1983). Additionally,
classroom supervisors and university supervisors need to develop the competencies to
assess stress sources and help pre-service teachers to cope with stress (Morris & Morris,
1980).
Workshops should also be available for pre-service students to learn coping methods for
stress. Discussions about stress situations and coping strategies can be a component of
such workshops (Kaunitz et al., 1986). Walizer (1998) and Wilkins-Canter (2000)
suggested a four-approach workshop for coping with stress, i.e., establishment of network
and support system, time release and relaxation, task management, and step-by-step
problem solving.
Non-Academic Coping Strategies
Other than those strategies closely related to the academic preparation of pre-service
teachers, physical therapy is another good strategy to deal with pre-service teachers'
stress, such as exercise and fitness, muscle relaxation, and diet adjustment (Greer &
Greer, 1992). In addition to exercise, enough rest and sleep should also be encouraged
(Morris & Morris, 1980).
A study of the literature reveals the following strategies to assist pre-service teachers in
coping with stress: develop realistic expectations; reduce physical stress by using
relaxation techniques; utilize effective time management strategies; establish and
maintain open communications among student teachers, cooperating teachers, and
university supervisors; provide a comprehensive orientation program to student teaching;
afford opportunities for student teachers to share their experiences among their peers
(Greer & Greer, 1992; Linville & Belt, 1982; Morris & Morris, 1980).
Methodology
This research study was conducted at a rural, western-Pennsylvania university. The
researchers collected qualitative and quantitative data in three formats: web-based survey

of pre-service teachers, written reflection statements of pre-service teachers, and personal

interviews of novice teachers. The subject population consisted of thirty-nine
undergraduate students and five recent graduates who were in then-first three years of
teaching. Ages varied from 18 years to 30 years and the majority of the subjects were
female due to the high percentage of female pre-service teachers.
Data Collection Instruments
Web-Based Survey: The researchers surveyed elementary education pre-service students
using a web-based survey (Hockley & Hemmings, 2001).
Written Reflections: Pre-service teachers volunteered to participate in sharing their
concerns through reflective papers and in-class discussions.
Interviews: Five novice teachers who recently completed the field experiences were
interviewed. Each interview included informal, opened-ended prompts as follows: What
do you consider to be your main causes of stress during your first (or second) year(s) of
teaching? Please compare your stress factors experienced during field experiences and
your first year(s) of teaching. What strategies have you used to cope with stress? Have
these coping strategies been effective? Why or why not? How could university professors
continue to support you throughout your first few years of teaching?
Analysis of the Data
An analysis of pre-service teachers' reflection statements prior to their field experiences
and a web-based survey with open-ended responses taken during or after pre-service
teachers' field experiences revealed four themes of concern quite similar to those cited in
the literature review: concerns regarding elementary students, cooperating teachers, and
parents, as well as pre-service teachers' personal knowledge, pedagogical skills,
workloads, and relationships.
Concerns Regarding Elementary Students
Many pre-service teachers reflected on the diversity of learners they have in their
classrooms-racial, ethnic, socioeconomic, religious, academic, and students with
disabilities. They asked questions such as, "How will I meet the needs of all the diverse
learners in my classroom?" and "How will I teach to the various learning styles of my
students?" They appeared to understand the importance of reaching and teaching ALL
students but they had questions whether or not it was possible with twenty or more
children in a classroom.
Other pre-service teachers were concerned about "outside hate" and "violence" that many
students experience outside of school, while others were concerned about the violence
occurring inside of school. Students mentioned bullying as an issue that may lead to
school violence and wondered how to use appropriate prevention and intervention
strategies.

Young children appear to be more "worldly" as they understand and openly discuss
topics that were once considered taboo. Pre-service teachers apparently see a generation
gap (even though they seem quite young to the university professors). They mentioned
the "lack of respect" that some children seem to have for adults and the "lack of
manners." They also noted that children seem to "know more" today, content-wise, than
the undergraduates did as first, second, or even sixth graders. The undergraduate students
were apprehensive as to how to respond when children asked questions which may be
controversial in nature or when students showed a lack of respect to their classmates or
themselves.
Standardized testing was an issue that crossed several categories. In this particular area,
the pre-service teachers were aware of the pressure that some children put on themselves
to succeed on the standardized tests. They were wondering how to help students alleviate
the pressures and stressors of this testing while acknowledging the importance of
standardized tests.
Concerns Regarding Cooperating Teachers
"I am worried that I will not have a good cooperative teacher; instead I will have
someone who just looks at me as a burden or will not give me feedback that will help me
in the future," wrote one undergraduate. She was not the only one who expressed
potential problems with cooperating, public schoolteachers. Pre-student teachers were
afraid that their cooperating teachers would not like them or would not like the ideas they
created in their lesson plans. Another apprehension was that preservice teachers could not
live up to the high expectations of the cooperating teachers regarding lesson plans and
classroom management. At the end of the field experience, one person wrote her main
cause of stress was "A teacher who made everything I did seem like it wasn't good
enough and seemed like she didn't want me there and that I was more in the way than
anything else." Others mentioned, "An 'uncooperative' cooperating teacher, trying to
guess what the classroom teacher was looking for, and dealing with a cooperating teacher
who was unprofessional."
Ineffective modeling was another apprehension. Students wondered how they were
supposed to learn effective teaching strategies if their cooperating teachers were not
modeling such strategies. Pre-student teachers were questioning what to do if their
cooperating teachers' philosophies of teaching and management were different than those
that they were taught in their university courses.
Concerns Regarding Parents of Elementary School Children
The number one concern about parents, as expressed by the university students, was the
lack of support. Pre-service teachers understand that the family structure is different than
the "traditional" families of years past. They realize that many smdents are raised in
single-parent homes by foster parents, stepparents, adopted parents, grandparents, or
other guardians. They also realize that parents/guardians typically work outside of the
home and are unable (not necessarily unwilling) to spend time with the children to help

with homework, sign permission slips, and assist in the classrooms. Pre-service teachers
are worried about the students' home situations and whether the children's basic survival,
social, and emotional needs are being met by the families. If not, how will they, as
teachers, be able to meet those needs, as well as the diverse academic needs of the
children?
A few pre-service teachers mentioned that some parents lack confidence in the school
system. Parents may want to have more input into the education of their children and may
be confrontational when addressing teachers. The pre-student teachers are curious as to
how to deal with parents in a way that reaps positive rewards for children.
Concerns Regarding Self
Within this category, four themes emerged: content knowledge, pedagogy, workload, and
relationships. Pre-student teachers who wrote about content knowledge, even though they
had passed the PRAXIS examinations, were still concerned that the elementary students
would know more than they would know in certain subject areas. They were
apprehensive about writing lesson plans that contained all of the information that young
children "need to know" about certain topics. Also, "What if I cannot answer their
questions?" and "What if I make a mistake?" permeated the reflections about content
knowledge. Several pre-service teachers were also concerned about the politics of No
Child Left Behind and preparing students for the administration of high-stakes tests.
Several university students questioned their abilities to apply pedagogical theory into
classroom practice, to implement their lessons and unit plans effectively, and to engage
students with interesting lessons. Pre-student teachers wondered if they were creative
and/or flexible enough to keep students focused and on-task throughout lessons.
Classroom management and discipline were other areas of concern. Undergraduates
identified that classroom populations are different, even from when they attended
elementary school. More students with emotional and behavioral problems are placed in
regular classroom settings, and they need individual behavior plans and a great amount of
support to experience success. Time management was another pedagogical concern.
"What if my lessons are too long or too short?" was a question asked frequently by prestudent teachers.
Several pre-service teachers commented on the workload during their field experience.
Some were unclear of the requirements stating everything was due at the same time,
professors kept adding to our work, and requirements kept changing. One person said,
"At the drop of a hat, on any given day, we could receive an email telling us that we
needed to do something entirely different." Others were concerned with the amount of
workload from other classes that they were taking along with their field experiences. One
preservice teacher wrote, "When I am doing my regular student teaching, I will be
thankful that I am not taking other classes because having things to turn in as well as plan
lessons each night was stressful." Related to workload were comments about lack of
sleep and lack of time for oneself during the week.

As many novice teachers struggle with the differentiation between being "liked" and
being "respected" by their students, so do pre-service teachers. Several of the university
students wondered how they could get the children to "like" them but still "respect" them.
Again, students questioned whether or not they would be able to relate to ALL of the
young students who compose today's diverse classrooms.
Web-Based Survey Results
Thirty-nine students, 38 females and 1 male, completed the web-based survey while they
were involved with, or immediately following, their professional pre-student teaching
experience (EDUC 342). There were 28 survey questions to which the students
responded based upon a four point Likert scale: 4 - Stressed me all of the time, 3 Stressed me most of the time, 2 - Stressed me some of the time, and 1 - Never stressed
me. There were also seven open-ended questions. Table 1 illustrates the results of the
quantitative portion of the survey.
Overall teaching workload, time management, and striking a balance between practicum
and personal commitments were the three areas that were most stressful to the pre-student
teachers during the field experience. Fifty-two percent of the prestudent teachers said
workload and time management stressed them all of the time or most of the time. Fortyfour percent said striking a balance between the practicum and personal commitments
stressed them all or most of the time. Comparing this to the written reflections and openended responses, this group of pre-service teachers seemed to be most stressed about the
Concerns About Self.
Fifty percent or more pre-service teachers ranked the following as being stressful some of
the time: managing the class and enforcing discipline, delivering the lessons, managing
group work, helping students with emotional/behavioral problems, communicating
concepts to students, selecting appropriate content for lessons, and preparing resources
for lessons. Again, several of these categories cross the Concerns About Self category
previously mentioned and a few relate to Concerns About Students.
In the reflective statements many people mentioned apprehensions about building
relationships with students, cooperating teachers, administrators, and university
supervisors. However, in the survey over fifty percent of the pre-student teachers said
establishing rapport with students, giving appropriate feedback to students,
communicating with and relating to my university supervisor, cooperating teacher, other
teachers in the school, and building principal never stressed them.
The pre-service teachers were asked several open-ended questions, one being to state the
strategies they used to cope with stress and to identify whether or not the strategies were
effective. Ten of the respondents replied that talking with others was their main tension
reliever. They discussed talking with family, friends, roommates, and other pre-student
teachers about experiences and/or difficulties. All ten replied talking to others was
effective in helping to relieve stress. Six people stated getting more sleep at night or
taking naps after school were helpful in relieving stress. A few others found it beneficial

to take an hour or two to relax after school and before starting their preparation for the
next day. Other strategies used were to "take it day by day," "stay on top of lessons," and
"trying to get more prepared during the weekends." Only one person used physical
activity, a walk, to relieve stress. Sadly, one student admitted having to take anxiety
medication that "helped a little." One person reported not finding any way to cope with
the stressors of teaching.
Another open-ended question on the survey asked the pre-service teachers to describe
how the university supervisor helped them to identify and relieve stress. Positive
comments included the supervisor was supportive, reassured me not to worry and do my
best, gave me compliments and suggestions on how to improve, had confidence in me,
informed me it is okay to be stressed, was very relaxed and "it rubbed off on me," made it
clear that he was here to "help me, not tear me apart," cared and put forth effort, told me
how to deal with my cooperating teacher, and was always there for me. Negative
comments included the supervisor added to my stress, did not know what he meant when
I asked him to explain questions he asked me to answer, gave me suggestions that were
not doable in my classroom, was unprepared and offered bad suggestions that were not
practical, and did nothing at all.
The final question asked how the university supervisors could better help the aspiring
teachers to identify and relieve stress during the field experience. A couple of the preservice teachers suggested that the university professors have more communication with
the cooperating teachers as there were some discrepancies in expectations. Others
mentioned that supervisors should be more specific about when they were observing,
provide more feedback about teaching performance, make it clear that when the prestudent teacher asks questions, the supervisor is there to listen and to help, give clear and
specific expectations before entering the field experience, and offer specific tips or
strategies on how to relieve stress at the end of the day.
Interviews with First and Second Year Teachers
Five teachers, two male and three female, who were just completing their first or second
year of teaching, were interviewed regarding their perceived stressors. The following data
analysis is documented per each question.
Question 1: What do you consider to be your main causes of stress during your first or
second year of teaching?
All five interviewees responded by stating that dealing with parents was quite difficult
during their initial teaching experience. They mentioned that they were frequently
questioned by parents as to how the children were behaviorally and academically
assessed. Other stress factors relating to parental issues included the stress of initial
contacts with parents such as Back-to-School nights or initial phone or e-mail contacts.
One teacher claimed that she was called or received written correspondence every other
day by parents, and this caused stress because it took time away from lesson preparation.

Another new teacher related that he wanted to be optimistic when dealing with parents
but sometimes it was difficult to positively discuss behavioral concerns.
A second stress factor identified by three of the teachers was the pressure they felt
concerning state standardized tests. "Pressure to do better than other schools/districts and
last year's students" seemed to add anxiety for these beginning teachers. It was mentioned
that because student performance is a "direct reflection of my teaching," the preparation
and administration of tests are very stressful.
Classroom management was a factor reported by two of the novice teachers. One new
teacher mentioned that she did not realize how much time "busy work" takes away from
lesson preparation. Busy work was defined as attending meetings and returning calls and
e-mails from parents. Another new teacher mentioned that she received many strategies
from her university courses; however, she was identifying the strategies that "work best
for her and her students" through trial and error. She realized quickly that strategies
which work effectively for one student or class might not work for another student or
class. Identifying and adjusting effective teaching strategies contributed to making her
first year more challenging.
One new teacher suggested that observations by the principal and superintendent could be
stressful. Although he appreciated the helpful suggestions, he realized that the
observations "directly affect if I will have a job next year and if I will be awarded tenure
in a few years."
Question 2: Please compare the stress factors experienced during field experiences and
those experienced during your first year(s) of teaching.
Creating lesson plans that motivate students, matching academic standards to each lesson,
and including appropriate resources were topics identified by three new teachers as main
stressors during student teaching. One teacher said that she had a "cooperating teacher
who used a lot of 'old school' plans and ideas that she didn't want me to change." Thus,
that teacher believed that she is able to be "herself and "more creative" with her own
classroom.
Several of the new teachers valued the fact that the cooperating teacher was there to
guide, to comfort, and to direct them throughout their student teaching experience. One
person mentioned, "If something went wrong, you knew he/she [cooperating teacher] was
there to make it right." He stated that now he knows that he can go to his colleagues or
administrator for support but he does not have anyone in the room to "fix it on the spot"
like he did during field experiences.
Interestingly, one male teacher believed that the stress is much higher during his first year
of teaching than it was during his field experiences. On the other hand, one of the female
teachers related that student teaching was more stressful.

Questions 3 and 4: What strategies have you used to cope with stress? Have these coping
strategies been effective? Why or why not?
Four of the five new teachers found that talking with colleagues or an administrator is
very effective for them. The reason identified was that the colleagues are experiencing
the same situations and can relate to the problems and concerns encountered by novice
teachers. One male mentioned that his teaching partners are humorous and humor tends
to alleviate some of the stress as "laughter is always said to be the best medicine."
Another male mentioned that listening to his colleagues' suggestions helped to relieve
some of the stress.
Taking time for self, family, and friends was also mentioned as tension relievers. One of
the female teachers said, "Just setting things [school-related] aside and dealing with the
stress is the only way to make it go away." Another teacher stated, "Spending time with
family and friends is a nice way to deal with stress, or leave the worries about school at
school."
Physical exercise was given as a way to expunge anxiety. One teacher joined a gym and
another walks for exercise. The teacher who joined the gym said, "I see physical exercise
as a great way to relieve stress.. .the gym allows me to let out some aggression in a very
healthy way. It also helps me to sleep better at night." The walker said during playtime
sometimes she just walks around the playground and that helps her to get recharged for
the next challenge of the school day.
Music was another release used by one teacher. He has a CD player in his classroom that
he uses when the children are not in the room and claimed, "Music takes me to a different
place. It lets me escape for a few minutes and not think about what is causing the stress."
Breathing techniques are used in conjunction with the music to help him "cool down and
relax." This helps him to feel refreshed and get prepared for the rest of the day.
Keeping a journal was used by one of the female teachers. She believed that this worked
for her because "keeping ajournai allows me to vent and say things that I might not feel
comfortable telling another adult. It also allows me to keep a record of what is going on
and I can look back to see when situations come up and exactly what went on [in those
situations]."
Although some people view coaching and sponsoring extra-curricular activities as adding
stress, one teacher saw this as a way to relieve stress. Coaching helped to get his mind off
of school if he had a bad day. He related coaching to a "hobby" and remarked that it is an
outlet from the school pressures. Another teacher relieved stress by having children do
creative crafts in her classroom. She enjoys crafts and this was a way for her and the
children to relieve some of the pressure during a busy time. Another teacher mentioned
the value of being prepared. She said, "It may sound simple, but when I am prepared for
lessons, meetings, etc., it seems to make everything run smoothly." The same teacher
used prayer. She prayed often "for guidance and direction in my teaching, and for God to
bless my students, and to allow me to remain patient and tolerant."

Question 5: How could university professors support you throughout your first few years
of teaching?
Several novice teachers said that the best way professors could help is by "staying in
contact." Being there to answer questions and to give ideas were all seen as ways to
continue to support new teachers. One teacher mentioned, "Just knowing that professors
would be willing to help would be a great help." Another said keeping in contact "would
be nothing but positive."
Suggestions for university supervisor input included talking candidly about graduate
school, explaining Level II certification, and exploring the profession. More ideas on
working with parents and conducting parent/teacher conferences were also needs
expressed by novice educators. These needs could be addressed through simulations in
the university classroom. One teacher mentioned college professors should remain
interested in their former students and their academic progress.
Discussion
Clearly, teacher education programs have obligations to prepare teachers thoroughly for
today's young learners. Given the current trend of beginning teachers deciding not to
return to the educational profession, the identification of stress-related factors and
effective coping mechanisms are essential elements of all effective teacher education
programs. Traditionally, teacher education programs have addressed students' cognitive
domains through the development and teaching of content knowledge and pedagogical
methods; however, the research also supports the concept of developing students'
affective domain so that pre-service teachers and novice teachers can deal effectively
with the daily stressors of the elementary classroom.
Teacher educators must be prepared to answer pre-service teachers' questions which
relate to anxieties about elementary students, teachers, parents, administrators, university
supervisors, and students' personal sense of self-efficacy. These questions may include,
"What if I can't answer their questions? What if the other teachers don't respect my ideas?
How will I communicate problems with parents? What if the principal doesn't like me?
What if my university supervisor doesn't understand how it is 'really' done in the
classroom? What if I make a mistake?" This sample of relevant questions is critically
important to the classroom success of the pre-service and/or novice elementary school
teacher and must be addressed truthfully and respectfully by teacher educators.
In addition to stress-related worries about relationships with students, teachers, parents,
administrators, university supervisors, and self, the research reveals two additional areas
of major stressors which center on classroom management and individualizing student
instruction. Although pre-service teachers' and novice teachers' classroom stressors are
well-defined, it is imperative to understand that the methods in which to assist in
relieving and/or alleviating these pressures are available, as well.

How can universities support pre-service teachers and novice teachers with these
stressors?
1) Through Field-Based Experiences
Multiple, Early Field Experiences: Although the concepts of classroom management and
individualizing student instruction are usually addressed within the university
pedagogical classroom to some degree, it has been documented that actual field
experiences assist in alleviating the identified concerns. Through observation and
practice, pre-service teachers and novice teachers become confident to manage and to
instruct effectively in the elementary classroom. Providing multiple field experiences
beginning in the early stages of one's educational training is an essential component to
reducing stress. It is recommended that universities review their offered classes and
course sequences and adjust schedules accordingly in order to provide multiple and early
field placements for pre-service teachers.
Positive Teacher Role Models: Undoubtedly, it is the responsibility of the university to
make field placements in classrooms where cooperating teachers are positive teacher role
models. Cooperating teachers must want to share in the field experience.
When principals make mandatory placements, negative feelings may prevail and
negatively affect the mentoring relationship. Due to the great amount of time and energy
expended in the appropriate mentoring process, cooperating teachers must display
positive attitudes toward personal and professional development through the field
mentoring experiences.
Additionally, cooperating teachers and university supervisors must avoid transferring
their own stressors to the pre-service teachers or novice teachers of whom they are
guiding. Cooperating teachers and university supervisors have obligations to display
professionalism throughout all interactions of field experiences.
Shared, Common, Realistic Expectations: Prior to students' actual field placements, all
parties involved must have shared, common, and realistic expectations of each other. Oral
discussion and written documentation assist in clarifying determined expectations. To
enjoy a successful classroom experience, a clear and open line of communication must be
established and maintained among students, cooperating teachers, administrators, and
university supervisors.
In this study, students reported that they were apprehensive about building relationships
with students, cooperating teachers, administrators, and university supervisors prior to
their actual field placement. However, at the end of their experiences, fifty percent of the
pre-service teachers reported that establishing rapport with students, giving appropriate
feedback to students, communicating with and relating to university supervisors,
cooperating teachers, other teachers in the school, and building principals never stressed
them. It appears that once students were actually teaching in their respective schools,
issues of building relationships were not stressors.

2) Through the World of Academia

Orientation Programs and/or Workshops: Providing comprehensive orientation trainings
or induction programs benefit all persons involved in actual field experiences.
Within these venues, pre-service teachers and novice teachers can be acclimated to their
designated venues and can learn how to address specific sources of stress (Brown &
Nagel, 2004). These programs should be well-developed and consider precise issues that
a pre-service teacher or novice teacher may encounter during the first few years of
teaching. New members should be introduced and welcomed by other school personnel
(Dyal & Sewell, 2002).
Workshops have also proven advantageous. Topics focusing on evaluation procedures,
effective classroom management techniques, handling stressors, and step-by-step
problem solving strategies can be explored thoroughly and be applied to authentic
classroom experiences. Since evaluations are often cited to be stressors, cooperating
teachers and university supervisors should be well-trained to provide non-threatening
supervisory techniques. Objective feedback should be provided consistently, and students
should have a clear understanding as to evaluative tools used during classroom
observations. When students, teachers, and university supervisors learn together, they
share a common experience and a vested interest in successful field experiences.
Partner or Small-Group Discussion and Self-Reflective Writing Opportunities: Affording
opportunities for students, teachers, and university supervisors to equally participate in
oral discussion groups also assist in relieving and/or alleviating stress. Scheduling an
uninterrupted time for threeway conferences among the pre-service teacher, cooperating
teacher, and university supervisor assists in keeping communication lines clear and
provides an occasion for the sharing of field experience information among all involved
members. For the novice teacher, assistance from the mentoring teacher and the principal
is beneficial in relieving stress. Pre-service teachers also benefit by sharing with their
peers. Self-reflection on behalf of the student, teacher, and university supervisor is vital
to the development of a positive field experience. Shared discussion and self-reflection
are critical components to any healthy learning environment.
Wadlington, Slaton, & Partridge (1999) have documented that the use of written,
reflective journals or dialogue journals assist in relieving stress, as well. Written
reflections provide pre-service teachers and novice teachers with the opportunities of
clarifying their thoughts through writing. When dialogue journals are shared with
cooperating teachers and/or university supervisors, the pre-service teachers or novice
teachers can be assured that another person will respond.
A discovery documented from the novice teachers' interview data was the amount of
university professor support desired by them during their first year of teaching.
Consideration should be given to the establishment of a continuing relationship between
the novice teacher and university professor, as well as between higher education and
public education.

Individualizing University Instruction to Address Pre-Service Teachers' and Novice

Teachers' Needs: This particular study's participants revealed concerns about effectively
addressing the needs of diverse learners, victims of bullying situations, students who lack
respect and manners, and the pressures placed on students regarding standardized testing.
It is recommended that these areas be reviewed and more thoroughly addressed in future
coursework. Additionally, workshops could be developed and offered to meet the needs
of this particular group of surveyed participants.
3) Through the Development and/or Maintenance of One's Personal Well-Being
Physical, Social, and Emotional Health: Sustaining one's physical, social, and emotional
health is extremely significant in relieving and/or alleviating daily stressors. Pre-service
teachers and novice teachers must manage their time to include daily physical, active
exercise. The actual physical engagement with an activity assists in reducing one's stress
level. Therefore, whether through music, writing, or yoga, one must find the activity
which promotes peace and seeks serenity. Pre-service teachers and novice teachers must
also "eat right." Proper food intake nourishes the body and mind so that one can cope
with daily classroom stressors. Additionally, maintaining adequate sleep is imperative in
order to perform well throughout the day.
When considering social and emotional factors, the research supports pre-service teachers
and novice teachers finding balance with work and family issues. Social relationships
must be maintained and nurtured. One's sense of humor must be preserved, too. Preservice teachers and novice teachers must maintain social and emotional connections
while teaching in the elementary classroom. Undoubtedly, being able to identify teaching
stressors and being able to employ effective coping mechanisms to alleviate those stress
factors will allow educators to experience and enjoy a rewarding, fulfilling, and hopefully
long-lasting career in education.
References
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AuthorAffiliation
SUE A. RIEG, ED.D.
Associate Professor
KELLI R. PAQUETTE, ED.D.
Assistant Professor
YUIE CHEN
Graduate Assistant
Indiana University of Pennsylvania
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Copyright Project Innovation Winter 2007