Individual contributory factors in teacher stress: The role of achievement striving and occupational commitment

Workplace stress and its impact upon retention levels are becoming an increasing concern within the teaching profession (Brown, Davis, & Johnson, 2002; Jarvis, 2002). Research has largely focused upon the effects of environmental factors, whilst noting that it is the interplay between the individual and the environment which may hold the key to understanding this problem (Cox, 1978; Parkes, 1994). Identifying individual contributory factors is essential in understanding why, under the same environmental conditions, some people suffer much greater levels of stress than others. This study examined the influence of Type A behaviour, personal achievement strivings, occupational commitment, gender and nature/experience* of teaching on perceived workplace stress within the teaching profession (N = 95). It was predicted that perceived stress would be strongest amongst those reporting higher levels of these factors. A multiple regression analysis indicated that there was a positive relationship between Type A behaviour, personal achievement strivings, and perceived stress. The relationship between perceived stress and occupational commitment, however, was found to be negative. The possible explanations for these findings, and potential implications, are discussed. Future research plans are outlined for exploring the relationships between these individual contributory factors and environmental stressors.