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University Micrdnlms International 300 N. Zeeb Road Ann Arbor, Ml 48106 8407245 S tubblefield, Phillip THE RELATIONSHIP BETWEEN STRESS, JOB SATISFACTION, AND TEACHING ASSIGNMENTS AMONG MUSIC EDUCATORS IN THE STATE OF MICHIGAN Ph.D. Michigan State University University Microfilms International 300 N. Zeeb Road, Ann Arbor, Ml 48106 Copyright 1983 by Stubblefield, Phillip All Rights Reserved 1983 PLEASE NOTE: In all c a s e s this material has been filmed in the best possible way from th e available copy. Problems encountered with this docum ent have been identified here with a check mark V 1. Glossy photographs or p a g e s ______ 2. Colored illustrations, paper or print______ 3. Photographs with dark b ack g ro u n d______ 4. Illustrations a re poor c o p y ______ 5. P ag es with black marks, not original copy______ 6. Print shows through a s th ere is text on both sid e s of pag e______ 7. Indistinct, broken or small print on several p a g e s 8. Print exceeds margin requirem ents 9. 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O ther_____________________________________________________ ___ ______________ „ University Microfilms International THE RELATIONSHIP BETWEEN STRESS, JOB SATISFACTION, AND TEACHING ASSIGNMENTS AMONG MUSIC EDUCATORS IN THE STATE OF MICHIGAN By Phillip Stubblefield A DISSERTATION Submitted to Michigan S tate U niversity in partial fulfillment of the req uirem en ts for the d eg ree of DOCTOR OF PHILOSOPHY Departm ent of Music 1983 C o p y rig h t by PHILLIP STUBBLEFIELD 1983 ABSTRACT THE RELATIONSHIP BETWEEN STRESS, JOB SATISFACTION, AND TEACHING ASSIGNMENTS AMONG MUSIC EDUCATORS IN THE STATE OF MICHIGAN by Phillip Stubblefield The p u rp o se of th is s tu d y was to in vestigate th e relationships between s t r e s s , job satisfaction and teaching assignm ents among Michigan music e d u c a to rs . Two in stru m en ts were used to obtain th e n e c e s sa ry d ata for the s tu d y . The Job D escription Index (JDI) by Smith, e t al. (1967), and th e S tre s s -R e la te d Q uestionnaire (SRQ), a s e lf-c o n stru c te d q u estio n n aire, were u sed to m easure job satisfaction and level of s tr e s s on th e job. Two h u n d re d and sixty -tw o music e d u c a to rs in the s ta te of Michigan d u rin g the 1982-83 school y e a r made up th e population for th is s tu d y . The r e s u lts of th is s tu d y can be summarized as follows: 1. T h e re is a n egativ e relationship between th e level of s tr e s s and the level of job satisfaction for Michigan music e d u c a to rs. 2. T h e re is no significant differen ce between the amount of s tr e s s exp erien ced a t each g ra d e level. 3. T h e re is no significant d ifferen ce between s tr e s s and teaching assignm ent. Phillip Stubblefield 4. T h e re is a sig n ifican t d ifference between th e amount of s tr e s s by g e n d e r and s t r e s s and y e a r s of teaching ex p erien ce. 5. T h e re is no sig n ifican t d ifferen ce between job satisfaction and dem ographic v aria b le s: sex , ag e, level of ed u catio n , size of school system , and y e a r s of teaching ex p erien ce. 6. Mean sco res for th e job satisfaction components of p ay , promotion, people and work were lower th a n su perv ision sc o re s. 7. The mean score for promotion was th e lowest of th e five a s p e c ts of job satisfa ctio n . 8. The mean score indicated t h a t placing high expectation on self was th e g r e a t e s t so u rce of s tr e s s for Michigan music e d u c a to rs . 9. T he mean score for th re a te n e d with personal in jury was the lowest for so u rces of s tr e s s for Michigan music e d u c a to rs. D e d ica te d to th e Memory o f my Father Paul B ro ok s S tu b b le fie ld (H 9 5 9 ) an d my B ro th e r Victor S tu b b le fie ld ( H 969) ACKNOWLEDGMENTS When I began in v estig atin g the e ffe c ts of job related s tr e s s among music e d u c a to rs in the sta te of Michigan, I had not realized the m agnitude of such a ta s k . I could almost always find a personal referen ce in th e s t r e s s I ex p erien ced a t e v e r y obstacle in my re s e a rc h . The completion of th is project was made possible th ro u g h the c o n sta n t s u p p o rt and collaboration of many frie n d s and colleagues too num erous to name. B ut . . . th e r e a re tho se I wish to pay tr ib u te for th e ir c o n trib u tio n s , co ntinuous s u p p o r t, guidance and special frie n d s h ip . My sin cere g r a titu d e is e x p re s s e d to Dr. R obert E rb es, Chairmen of my guidance committee and d iss e rta tio n s u p e rv is o r, for his a s sis ta n c e and encouragem ent th ro u g h o u t my doctoral s tu d ie s . To Dr. Melanie S t u a r t , a committee member who took special in te re s t in my r e s e a r c h , I e x te n d h e a rtfe lt th a n k s for h er s u p p o rt, g uid an ce, and encou rag em en t th ro u g h o u t the co u rse of my g ra d u a te s tu d ie s . - ' To committee members Dr. C harles R uggiero, D r. James Nibiock, and Dr. William Hinds, I am a p p reciativ e for th e ir professional in sig h ts and c o n trib u tio n s d u r in g th e completion of my d iss e rta tio n . A special th a n k s to my frien d Melody C. P eirce, for which I am g ra te fu l and a p p reciativ e for h er s u p p o rt and a s sis ta n c e in coding d a ta , an d p re p a rin g p ack ets for mailing; to my good frien d and colleague, G ilbert 0 . J ack so n , I e x p r e s s h e a rtfe lt th a n k s for his faith in me, s u p p o r t, u n d e r s ta n d in g , an d c o n s ta n t encouragem ent th a t it could be done; to R obert S chense, I e x p r e s s my sin ce re appreciation for his s u p p o rt, encouragem ent and a ssista n c e in coding d ata; and to Dennis M. Jo h n sto n e, I am indeed th ank ful for his continued frie n d s h ip , encouragem ent and s u p p o rt th ro u g h o u t th e c o u rse of my g ra d u a te program . To Dolores and Edward Klocke, who provided a home away from home, I warmly e x p r e s s my th a n k s and ap preciation for th e ir k in d n ess, s u p p o rt, encouragem ent and always being th e r e when needed; to Dana Wichern, I e x te n d h e a rtfe lt th a n k s and appreciation for h e r con­ tinued f rie n d s h ip , s u p p o rt, u n d e rsta n d in g and in sp iration ; to my v e ry special frie n d s Martha I. Moore and Patricia LaFontaine, I deeply e x p r e s s my sin ce re th a n k s and appreciation . . . not only for th e ir th o u g h tfu l­ n e s s, k in d n e ss , con tinu ou s s u p p o rt, and encouragem ent . . . also for "Tiffany S atu rd a y s" which allowed us to become a t g race within o u r ­ selves; and to my friend David Lehrman, I e x p r e s s th a n k s for his continued faith in me, frie n d s h ip , s u p p o rt, encouragem ent, u n d e r ­ stan d in g an d insp iration . Last, b u t not least, to my family, I e x ten d warm est th a n k s and appreciation for th eir continuous love, a ssis ta n c e , c o n trib u tio n s and encouragem ent th ro u g h o u t my educational p u r s u it s which have s erv ed a s an impetus to my d e s ire for s u ccess. A special th a n k s to my m other. T h e resa K. S tubblefield, for h er e n d le ss love and s u p p o r t, en co u rag e­ ment and c o n cern , an d to my b r o th e r, Glenn, whose con trib ution a s sis te d in mailing th e d ata. TABLE OF CONTENTS Page LIST OF TABLES ...................................................................................... vii LIST OF FIGURES ...................................................................................... viii LIST OF APPENDICES ........................................................................... ix ............................................................................ 1 B ackground for the S tu d y ..................................................... Statem ent of the P r o b le m ........................................................... Need for th e S tu d y ...................................................................... P u rp o se of th e S tu d y .................................................................. H ypotheses ....................................................................................... Limitations of th e S tud y ........................................................... P ro ced u res for S tu d y ............................................................... Definitions ....................................................................................... Overview ................................... 1 5 6 6 7 8 8 9 11 REVIEW OF THE LITERATURE ............................................ 12 I n tr o d u c tio n ....................................................................................... Implications of S tr e s s ................................................................ Physiological S t r e s s ............................................................... Psychological S t r e s s ................................................................ S tr e s s and I l l n e s s ...................................................................... S tr e s s and th e Helping Professions ................................ S tr e s s and Job Satisfaction ..................................................... S tr e s s in T eaching ...................................................................... S tr e s s and Perform ance ..................................................... S tr e s s and T each er Job Satisfaction .............................. Maslow's H ierarchy of Human Needs .............................. S tr e s s and the Music Educator ............................................ Summary ........................................................................................... 12 13 13 18 21 26 29 33 44 47 48 50 51 C hap ter I. II. INTRODUCTION v Page C h ap ter III. IV. V. PROCEDURES FOR THE STUDY ......................................... 53 In tr o d u c tio n ..................................................................................... Description of Population ....................................................... Instrum entation ............................................................................ A dm inistration P ro ced u res ..................................................... Data A nalysis .................................................... H ypotheses ............................................................................ Data A nalysis P ro ced u re ..................................................... 53 53 54 59 59 59 61 FINDINGS ..................................................................................... 62 R esu lts ................................... S u m m a ry ........................................................................................... 63 76 SUMMARY AND RECOMMENDATIONS .............................. 78 F i n d i n g s ........................................................................................... Discussion .................. I m p lic a tio n s ..................................................................................... Recommendations for F u tu re R esearch .............................. 81 83 85 86 REFERENCES ............................................................................................. 88 APPENDICES ............................................................................................... 95 vi LIST OF TABLES Table Page 1. Social R eadjustm ent Rating Scale ............................................ 37 2. The Teaching E v e n ts S tr e s s In ven to ry ............................... 39 3. R esults of Q - S o r t ............................................................................ 43 4. Correlation of S tr e s s and Job Satisfaction ......................... 64 5. ANOVA: S tr e s s by G rade Level—Analysis of V ariance. 65 6. S tr e s s by G rade Level .............. .................................................. 65 7. ANOVA of T eaching A s s i g n m e n t s ............................................ 67 8. D escriptive Data: .......................... 68 9. F -Probability for One Way ANOVA for (a) S tr e s s and G ender and (b) S tr e s s by Y ears of Teaching E xperience ......................................................................................... 70 10. 11. S tr e s s by A ssignm ent Analysis of S tr e s s and Y ears of Teaching Experience . 71 Mean Scores for Five Scales of the Job Description • i n d e x .................................................................................................................... J *70 12. S o urces Music E d u c ato rs Find Most S tre s s fu l .................. 74 13. Sources Music T e a c h e rs Find Least S tre s s fu l ................... 75 vii LIS T OF FIGURES Figure Page 1. O rgan s of the body affected by s tr e s s f u l stimuli .......... 15 2. S tre s s and perform ance ............................................................... 45 3. Confidence Level—S tr e s s by G rade Level .......................... 66 4. Confidence In te rv a l—S tr e s s 69 by Teaching A ssignm ent . viii LIST OF APPENDICES A ppendix A. L etter R equesting Permission to Conduct R esearch .......................................................................... B. L e tte rs G ran ting Permission to Conduct Research .......................................................................... C. R esearch Q uestionnaire and Cover L etter .......... D. One-Way ANOVAs for Teaching A ssignm ent and Demographic Variables ............................................... E. One-Way ANOVAs for Job Satisfaction and Demographic V ariables ............................................... F. List of Additional S tre s s o rs ...................................... The ra ce is n o t won b y th e s w if t n o r th e s tr o n g B u t b y he th a t e n d u r e th to the e n d . . . — Traditional Black In te rp re ta tio n o f E cclesia stes IX: 77 x CHAPTER I INTRODUCTION B ackground for th e S tudy S tr e s s , a significant factor in to d a y 's world, has revealed itself in all a sp e c ts of on e's life—home, w ork, and the social environm ent. Within the work force, s u p e rv is o rs a re concerned about employees who continually ex h ib it many of the b eh avio rs of s t r e s s . Ralph T . Collins, s ta ff p s y c h ia tr is t and neuro log ist of th e Kodak company, r e p o rts t h a t 80 p e rc e n t of the employees' emotional problems are related to s t r e s s . A lthough many cau ses of s tr e s s originate off the job and only d is r u p t it, s u p e rv is o rs must be p re p a re d to aid employees no m atter w hat th e cause (Collins, 1974). obvious forms; b u t o th e rs a re not so a p p a r e n t. S tr e s s has many A partial list includes h u n g e r , t h i r s t , h eat, cold, in se c u rity , social ch an g e, conflict, fear, g rie f, ex ertio n , fatigue (mental and p h y s ic a l), an x ie ty , f ru s tr a tio n , d ep re ss io n , dominating p a r e n ts or spo use, job d issatisfactio n , and resen tm en t. No m atter in w hat form s tr e s s m anifests itself, it cau ses a p a tte r n of reactions which a re basically d e p e n d e n t upon th e individual's conscious and unconscious assessm en t of life, job, and social situation. S tr e s s is an integral p a r t of living and is not something to be eliminated from life. Without it, one would become b o re d , remain emo­ tionally im m ature,and th e r e would be little human en d eav o r. S tre s s re se a rc h has focused much atten tio n on s tre s s fu l stimuli or situations 2 to which ev ery on e is exposed to a g r e a te r or lesser e x te n t in th e n atural c o u rse of life. T h ese stimuli or s itu a tio n s, called "life ev en ts" include ex p erien ces su ch as m arriage, b irth of a child, divorce and d eath of a loved one. S tr e s s is th e d riv in g force which enables people to su ccessfully meet th e challenge of life e v e n ts . Human re so u rc e s a r e often th e most exp ensiv e re so u rc e s for any b u s in e s s . Employee problems g e n e ra te d by s t r e s s , su ch as lowered pro d u ctio n , inadequate atten tio n and c o n c e n tra tio n , health problems, high absenteeism , and person ality clash es c o st th e employer money and effective perform ance. T he list of ways in which s t r e s s a ffe c ts an individual's behavior includes ab u se of m arijuana, amphetamines, sleeping pills, alcohol, and o th e r d r u g s ; o v ereatin g ; psychological withdrawal, ill-tem per, an d sle e p le ssn e ss. More s e v e re cases manifest them selves in criminal involvement and suicide (Seiden, 1971). i Mental and physical s t r e s s is a phenomenon t h a t is forcing th o u sa n d s of American te a c h e r s o u t of to d a y 's classrooms ( NEA R e p o r te r , 1979). T his is termed th e " te a c h e r b u r n o u t syn dro m e." B u rn o u t o ccu rs when s t r e s s of a job reach es the overload point. According to several psychological stu d ies (Monate S L azarus, 1977; C h e rn iss , 1980; and P ines, 1981) b u r n o u t o c c u rs most often in tho se p rofessions th a t deal d ire ctly with people—specifically, h ealth , social serv ice, law enforcem ent, and teach in g . S tr e s s in teaching is of major concern in te a c h e r education and educational program s a c ro ss the c o u n try . Educational jo urnals s u c h as T o d a y 's E du catio n, Educational R e s e a rc h , and Contem porary E ducation , have d e sc rib e d an d defined s tr e s s and teach er b u r n o u t in America's schools, the effects upon 3 ch ild re n in th e classroom , and th e national tra g e d y which is develop­ in g . S tr e s s has been singled out as a major cause for te a c h e r b u r n ­ o u t, and co nsid erab le time has been devoted to identifying th e s tr e s s o r s c o n trib u tin g to th e w idespread malaise which co ntin ues to p e r s is t in the schools (Alley S Cardinell, 1979). National Education Association (NEA) p r e s id e n t Willard McGuire (1979) has s ta te d : A major new malady has afflicted the teaching profession and t h r e a te n s to reach epidemic p ro p o rtio n s if it is n 't checked soon. The e ffects of s tr e s s have already stric k e n th o u sa n d s of sen sitiv e, th o u g h tfu l, and dedicated te a c h e r s —te a c h e rs who a re abandoning th e p ro fessio n . Additional th o u sa n d s may join th e ir p e e r s , for th e y fear for th e ir physical and mental health . . . te a c h e r b u rn o u t is a condition th a t r e s u lts from s t r e s s , ten sio n , and anxiety in its victim s. It is caused by the many h o rre n d o u s problems th a t plague te a c h e rs and th a t they receive little help in dealing with (p . 5). T h e National Education Association believes t h a t th e dynamics of th e society and in creased dem ands on education have pro du ced a d v e rs e and s tr e s s f u l classroom an d school conditions. T hese conditions have lead to in creased emotional and physical disabilities among te a c h e rs and o th e r school p e rso n n e l. E du cato rs today find them selves u n d e r added p r e s s u r e s each y e a r with th e public continually dem and­ ing more of them t h ro u g h federally m andated program s such as mainstream ing special education s tu d e n ts and sta te -le g isla te d program s such as com petency te s tin g . T o day 's educational professionals also sta te t h a t th is same public is also now less su p p o rtiv e of school and education professionals (Alley, 1980). In addition to a lack of community s u p p o r t, te a c h e rs a re being s tr e s s e d from a num ber of o th er s o u rc e s —specifically, violence and vandalism in th e schools, d is ru p tiv e s tu d e n t s , inadequate sala ries, inv olu n tary t r a n s f e r s , in te rf e r rin g p a r e n t s , oversized classes, excessive p ap erw o rk , and little s u p p o rt from adm inistration (McGuire, 1979). The National Education Association is ste p p in g up its pro gram s to a s s is t te a c h e rs in coping with s tr e s s and pro vidin g instructional te c h n iq u e s for classroom management and disciplin e. The NEA is also p u ttin g fo rth an e ffo rt to b rin g abo ut community u n d e rs ta n d in g of s tr e s s - r e l a t e d problems an d how th e se problems a re affectin g the school, s tu d e n t, te a c h e r, and community (McGuire, 1979, p . 5). T he Michigan Education Association (MEA) has tak en an a s s e r tiv e position on th e issue of s tr e s s and its effects on Michigan e d u c a to rs . The MEA p re s e n te d to its te a c h e rs the Platform and Resolutions adopted by d eleg ates a t th e 1982 R ep resen tativ e Assembly. Among th e twelve reso lu tio n s, th e n in th resolution specifically a d d re s s e d the c o n c e rn s of s tr e s s on te a c h e rs and o th e r p erson nel. T he resolution s ta te s : T he Michigan Education Association believes th a t th e dynamics of our society and increased public dem ands on education have p ro d u ced a d v e rs e and s tre s s fu l classroom and school con dition s. T h e se conditions have led to increased emotional and physical disabilities among te a c h e rs and o th er school p e rso n n e l. The Association u r g e s its local affiliates, in cooperation . with local school a u th o ritie s , to develop s tr e s s management program s t h a t will facilitate the recognition, p rev en tio n , and tre a tm e n t of s tr e s s - r e l a te d problem s. The Association f u r th e r u r g e s th a t the harmful effects of s t r e s s on te a c h e r s and o th e r school personnel be recog­ nized and it dem ands p ro c e d u re s th a t will e n s u re confiden­ tiality and tre a tm e n t w ithout personal jeopardy (p . 10). S t r e s s related problems among music ed u c a to rs a re increasing (Davis, 1978). Music te a c h e rs a re affected by s tr e s s o r s which o th er classroom te a c h e rs a r e not e x p erien cin g . T he music ed u cato r must 5 a d h ere to g eneral classroom d u tie s re q u ire d by all te a c h e rs and also teach large g r o u p s of s tu d e n ts simultaneously ( i . e . , b a n d , o r c h e s tr a , c h o ir). The music e d u c a to r is su bjected co n sta n tly to perform ­ ance p r e s s u r e s , which often re q u ire e x tra h o u rs of re h e a rs a ls before a n d / o r a f te r school, an d assum es m yriad extra respo nsib ilities contained in th e public relations asp ect of th e job. M arching b a n d , o r c h e s tr a , and choral d ire c to rs often develop o u tsta n d in g re p u ta tio n s based on th e ir organization s' accomplishments. T he more e n th u sia s tic and successful the d ire c to r, th e more s tu d e n ts the music program will a t t r a c t (Davis, 1979). Among the music e d u c a to rs ' c o n c e rn s are tra n s p o rta tio n a rra n g e m e n ts , maintaining a s u p p o rtiv e a ttitu d e with the b o o ster organization , and the organization and execution of fu n d ­ raising p ro je c ts. T he tr a n s i e n t music e d u c a to r is faced with jo b -related s tr e s s also. The work schedule, a r ra n g e d by th e adm inistration, has been design ed with little o r no te a c h e r in p u t. For many of th e tr a n s ie n t music e d u cato rs th e r e is no home-base school, th u s re su ltin g in feelings of isolation and alienation. In ad ditio n, th e y have no te a c h e r s u p p o rt gro up with which to identify o r s h a re common teaching c o n cern s. T r a n s ie n t music te a c h e rs may service th re e or more schools. T h e re fo re , h e /s h e is often resp o n sib le for tra n s p o r tin g m aterials and in stru m en ts from school to school. T he work day of th e tra n s ie n t music teach er can be long, ted io u s, and s tr e s s f u l. Statem ent of the Problem An examination of the lite ra tu re in music teaching did not indicate s tu d ie s which e x p re ss ly a d d r e s s e d the effects of s t r e s s and 6 th e music e d u c a to r. However, lite ra tu r e relating to s tr e s s and the professional ed u cato r has been re se a rc h e d widely. T he problem to be stu d ied is to determ ine how s t r e s s effects music e d u c a to rs in rela­ tionship to th e ir job satisfaction an d teaching assignm ent. Need for th e S tudy S tr e s s and c a r e e r b u r n o u t have been a d d re ss e d in th e lite ra ­ tu re of ed ucation , b u s in e s s management, medicine, and the behavioral sciences. Professionals in many a re a s a re a g h a s t a t seeing colleagues s ta g n a te in th e ir c a re e r developm ent or even leave th e profession completely (Cardinell, 1981). Many te a c h e rs a re leaving the classroom because they a r e casualties of professional b u r n o u t and no longer have the e n erg y and enthusiasm n e c e s sa ry for effective teaching (McGuire, 1979). T his s tu d y will p ro vid e a basis for identifying definitions from which to analyze the n a tu re of s tr e s s and b u rn o u t in the music field. Often te a c h e rs a re unaw are of b u r n o u t symptoms and the effects caused by them. T his stu d y will aid an aw areness of the dynamics within the professional music e d u c a to r 's m aturation d u rin g h is /h e r c a r e e r . R esults from such, a s tu d y can be v e ry beneficial to h ig h er ed u cation, teach er tra in in g program s, and music edu cation. P u rp o se of the S tu dy T he p u rp o se of th is s tu d y is to in vestigate the effects of s tr e s s in relation to job satisfaction , teaching assig nm en t, and demo­ g rap h ic v ariab les among Michigan music e d u c a to rs. 7 H ypotheses D uring the c o u rse of this s tu d y , five h y p o th ese s will be examined. H ypothesis 1_ Michigan Music ed u cato rs who ex p erien ce g r e a te r amounts of s tr e s s will be more d issatisfied with th e ir jobs than those music e d u c a to rs who exp erien ce less s t r e s s . H ypothesis 2 The amount of s tr e s s ex p erien ced among Michigan music e d u c a to rs will differ statistically with g ra d e levels. H ypothesis 3 The amount of s tr e s s ex p erien ced among Michigan music e d u c a to rs will differ statistically with teaching assignm ent within a music curriculum . H ypothesis 4 T h e re will be statistical d ifferen ces in amounts of s tr e s s ex perienced among Michigan music ed u c a to rs based on the following dem ographics: (a) g e n d e r , (b) age g r o u p s , (c) eth n ic b a c k g ro u n d , (d) level of edu cation, (e) income level, (f) size of school system , and (g) y e a r s of teaching ex p erien ce. Hypothesis 5 T h e re will be statistical d ifferen ces in d e g re e s of job satisfaction among Michigan music e d u c a to rs based on the following dem ographics: (a) g e n d e r , (b) age g r o u p s , (c) ethnic b a c k g ro u n d , (d) level of edu cation, (e) income level, (f) size of school system , and (g) y e a r s of teaching ex p erien ce. in conjunction with th e five h y p o th e se s, th is s tu d y will in vestig ate the following related q u estio n s: 1. What area of the music e d u c a to r's as revealed in the JDI? 2. What area of th e music e d u c a to r's as revealed in th e JDI? 3. What area of th e music e d u c a to r's as revealed in the (SRQ)? 4. What area of th e music e d u c a to r's as revealed in the (SRQ)? job is most satisfy in g job is least satisfyin g job is most s tre s s fu l job is least s tre s sfu l 8 Limitations of the Study T his s tu d y will be limited to examining th e relatio n sh ips between s t r e s s , job satisfaction , and teaching assignm ent; illness will not be a co n sid e ratio n . tion for th is s tu d y . Only full-time te a c h e rs will make up the popula­ The teach er with an 80 p e rc e n t teaching load will be co nsidered a full-time te a c h e r. The teach er with a teach in g load less than 80 p e rc e n t will be co n sid ered a p art-tim e te a c h e r. Finally, th is s tu d y is limited to music ed u c a to rs who a re p re s e n tly teaching in th e s ta te of Michigan and should not be generalized to the total population of music e d u c a to rs a c ro ss the c o u n tr y . P ro ced u res for S tudy The prim ary p u rp o se of th is s tu d y was to in v estig ate th e relation­ ships between s t r e s s , job satisfaction , and teaching assignm ent among music e d u c a to rs in th e s ta te of Michigan. As th e f i r s t ste p in identifying the population for the s tu d y , a le tte r re q u e stin g permission to s tu d y music e d u c a to rs in th e s ta te of Michigan was s e n t to th e p re s id e n ts of each professional org an izatio n: Michigan School Band and O rc h e stra Association (MSBOA); Michigan School Vocal Association (MSVAj; and Michigan Music E d ucato rs Association (MMEA) (Appendix A ) . T h e p r e s i ­ d e n ts w ere asked to send a mailing list of th e ir m em bership. From each list a stra tifie d random sample was tak en of a population of 500 music e d u cato rs a t all g ra d e levels and a re a s: s e c o n d a ry , junior high/m iddle school, vocal, b an d , o r c h e s tr a , elem en tary , the g e n e ra list, a combination of music levels and a combination of music and d iffe re n t su b jec t a re a s. Each teach er was ask ed to complete a s tr e s s - r e la t e d q u estio n n aire specifically design ed to m easure jo b -related s t r e s s for th e music 9 e d u c a to r and a f iv e -p a r t job d e s c rip tiv e index (JDI) to m easure job satisfaction. Two in stru m e n ts were used in th is s tu d y to p rov id e th e n ecessary d a ta . To m easure s t r e s s , a s tr e s s - r e la t e d q u estio n n aire (SRQ) in th e form of a L ikert scale was developed for music e d u c a ­ to rs (Appendix C ) . T he q u estio n n aire was an adaptatio n of an in strum ent developed by P ark er (1979) for school cou nselo rs in th e sta te of Michigan. Lists of so u rces of s tr e s s were developed from a b rief q u estio n n aire given to music e d u c a to rs a t th e 1982 Michigan Music E du cators C onference, Ann A rb o r, Michigan, and th e 1982 Music E du cators National C onference, San Antonio, T e x a s. To m easure job satisfactio n, th e Job Description Index (JDI) (1968), developed by Smith e t a l ., was u sed (A ppendix C ) . The JDI consisted of 72 items, 18 in each su bscale of w ork, s u p erv isio n , and people, and nine in each of pay and promotions. The an aly sis of d ata used the Pearson product-m om ent correlation coefficient for te s tin g Hypothesis 1. A one-way analysis of v ariance (ANOVA) was used to t e s t H ypotheses 2, 3, 4, and 5. Each h y po thesis was te s te d for significance a t th e .05 level. Definitions S tre s s C ary C h ern iss (1980) s ta te s th a t altho ug h th e r e has been, and will con tinu e to b e, some d eb ate concerning the n a tu r e of the s tr e s s resp o n se in hum ans, th e r e seems to be a growing c o n se n su s 10 r e g a rd in g th e general definitions and mechanisms. Both r e s e a r c h e r s and clinicians ten d to define s tr e s s as a situation in which en v iro n ­ mental dem ands tax or exceed the re so u rc e s of the p erso n (L azaru s 6 Launier, 1978). Whenever an individual e n c o u n te rs a demand, re so u rc e s a re mobilized to meet it. When dem ands and re so u rc e s are relatively balanced, s t r e s s is minimal. However, when the balance is d e s tro y e d because the dem ands escalate or the re so u rc e s for meeting them dwindle, th en s t r e s s dev elo ps. T his s tr e s s should mobilize the individual to tak e action th a t ultimately c o r r e c ts the imbalance between demand and re s o u rc e s , th u s re -e s ta b lish in g psychological equilibrium (p. 44). B u rno ut For the p u rp o se of this s tu d y , the b u rn o u t definition u sed is th a t of F re u d e n b e rg e r (1980). oneself. He s ta te s : "B u rn o u t: to d eplete To e x h a u s t o n e 's physical and mental re s o u rc e s . To wear oneself o u t by excessively striv in g to reach some un realistic e x p e c ta ­ tion imposed by on eself or by the values of society" (p. 16). S tre s s o r Any e v e n t or circum stance which cau ses th e body to resp on d to it, w hether positively or neg atively, is a s tr e s s o r . The s tr e s s o r s do not, them selves, p ro d u ce the s tr e s s ; it is the demand for an emotional resp o n se from th e body which the e v e n t ( s tr e s s o r ) t r i g g e r s th a t p ro d u ces th e s tr e s s . 11 Overview T h e rem ainder of th is s tu d y will be comprised of four c h a p te r s , the re fe re n c e s and ap p en d ices. review of lite ra tu r e . C h a p te r II will contain a It will include lite ra tu re in th e fields of ed u ca­ tion, music ed u catio n , and job satisfaction . C h a p te r II also will contain material from s u b je c t a r e a s ou tside the field of music education. C h ap ter III will include a d escrip tio n of th e p r o c e d u re s . C h a p te r IV will co n sist of the an aly sis of d a ta , and C h ap ter V, the summary, d iscu ssio n , conclusions, implications and recommendations for f u tu r e re s e a r c h . The ap p en dices will contain tab les and docum ents p e rtin e n t to th e s tu d y . CHAPTER II REVIEW OF THE LITERATURE Introduction Research into th e relationship between s tr e s s and specific v a r i­ ables is d iv e rs e , and in many fields, e x te n s iv e . The relationship of s tr e s s to illness and perform ance has received the attentio n of medical s c ie n tis ts, psy ch o lo g ists, epidemiologists, and sociologists d u rin g th e p ast several decades (Appley 6 T rum bull, 1965; C annon, 1919; Selye, 1978; Lazarus, e t a l . , 1965). In c o n tr a s t, re se a rc h into th e relationship between s tr e s s and teaching has received v e ry little a tte n tio n . Research on fa c to rs such as intelligence, d is tra c tio n , working conditions, job satisfactio n, and dem ographic v ariab les in teaching an d th e ir relationship to s tr e s s a re virtu ally n o n ex isten t in th e lite ra tu r e . This d e a r th of information seems to re q u ire f u r t h e r d iscussio n and investigation. Much of the lite ra tu re review co ntains the w orks and w ritings of a diversified g ro u p of c o n tr ib u to r s , ran g in g from counselors to epidemiologists. Because of the d iv e rse re se a rc h p e rsp e c tiv e each a u th o rity has utilized d iv e r g e n t definitions of the term " s t r e s s . " C h ern iss (1980) has s ta te d th a t alth ou gh th e re has been, and will continue to be, some d eb ate concerning the n a tu re of the s tr e s s resp on se in hum ans, th e r e is a growing c o n se n su s re g a rd in g the general definitions and mechanisms. Both r e s e a r c h e r s and clinicians have defined s t r e s s as a situation in which 12 13 environmental demands tax or exceed th e re so u rc e s of th e person (L azarus £ Launier, 1978; F r e n d e n b e rg e r , 1980; C h e rn iss , 1980). Whenever an individual en c o u n te rs a demand, reso u rc e s a re mobilized to meet it. When demands and re so u rc e s a re relatively balanced, s tr e s s is minimal. However, when th e balance is d e stro y e d because th e demands escalate or th e re so u rc e s for meeting them dwindle, then s tr e s s develops. S tr e s s should mobilize th e individual to take action th a t ultimately c o rre c ts the imbalance between dem ands and r e so u rc e s, th u s re -e s ta b lish in g psychological equilibrium (C h e rn iss, 1980, p. 44). T his c h a p te r will f u r t h e r explore th e field of s tr e s s as defined by C h e rn iss. For p u rp o se s o f pro vidin g a th o ro u g h discussion of th e many topics within th e field of s tr e s s , the review of lite ra tu re is organized into four a re a s: (1) implication of s tr e s s ; (2) s tr e s s and job s a tis ­ faction; (3) s tr e s s in teach ing ; and (4) s tr e s s and music education. S tre s s re se a rc h has developed historically in two largely s e p a ra te s p h e re s . T he s tu d y of psychosocial stimulus is s e q u e ste re d prim arily within th e psychological sciences, while physical stimuli have been stu d ied mostly within th e physiological sciences. Implications of S tre s s Physiological S tre s s An overview of scientific stu d ies indicates th a t s tr e s s p ro du ces c ertain ch an ges in man's physiological, motoric, and cognitive fu n ctio n ­ ing. The g ro un dw ork for re se a rc h into th e relationship of bodily c h ang es to emotions (fe a r, an x iety , pain, a n g er) was established by Walter Cannon, a ph ysio log ist. Cannon (1929) hypothesized th a t the excitation o f th e sym pathetic division of th e autonomic n erv o u s system b ro u g h t about a m ultitude of g la n d u la r, smooth muscle, and metabolic resp o n ses which cau sed such a dram atic chang e as increased h e a rt ra te and blood p r e s s u r e , p lus th e mobilization of s u g a r in th e blood (p. 196). He s u g g e s te d th a t certain g ro ss p a tte r n s form th e basis of th e body re sp o n se s and t h a t many of th e individual ch an ges p h y s i­ ologists o b se rv e can b e s t be u n d ersto o d as being p a r ts of coordinated w hole-body resp o n se sy n d ro m es. T h e s tr e s s resp o n se p a tte r n of the body, as h yp othesized by Cannon, can be d escrib ed by a series of bodily reactions involving the o rg a n s of th e body shown in F igure 1. T he resp o n se p a tte r n b eg in s in th e c e n te r of th e b ra in , in th e hypo­ thalam us, w here reactions a re to some e x te n t dictated by th e con­ scious p a r t of th e c e re b ra l c o rte x . Among th e many functions of the hypothalam us is th e stimulation of emotions such as fe a r, ra g e , and intense p le a s u re , which usually accompany s tr e s s . reg u late sex , g ro w th , and rep ro d u ctio n . It also s e rv e s to In determ ining th e reaction to s tr e s s f u l stimuli, th e hypothalam us a c ts in two ways. T he h y p o ­ thalam us f ir s t s e rv e s to control th e autonomic n erv o u s system , which re g u lates th e in v o lu n tary activ ities of th e b o dy 's o rg a n s . Second, chemical m essages, or hormones, a re released d irectly into th e blood­ stream by th e activation of th e p itu ita ry g lan d. T hese two system s working to g e th e r control th e functioning of almost e v e ry p a r t of th e body. Once th e p ro c e ss of reacting to s tr e s s has b e g u n , the muscles of th e body tig h te n a t the command of th e autonomic n e r v e s , b reath in g 15 Hypothalamus 3* C erebral Cortex P itu itary Gland Thyroid Gland Lungs Heart Liver Stomach Gall Bladder Bile Duct Pancreas Duodenum Kidney S u p raren al (Adrenal Gland) Ova ry T esticles F igure 1.—O rg an s of the body affected by s tre s s fu l stimuli (Cannon, 1929). 16 is d e ep er and f a s te r , th e pulse ra te and blood p r e s s u r e rise as the blood v essels c o n tra c t. Superficial blood v essels ju s t u n d e r th e skin almost close, n o s trils and th r o a t p assag es e x p a n d , while o th e r body fun ction s cease. T he stomach and in testin es halt digestion and muscles controlling bowels and b la d d e r loosen. P ersp iratio n in creases, saliva and mucus pro duction d e c re a se and sen se o rg a n s s h a rp e n . T he adrenal g lan d s release hormones which affect circulation, rein fo rce th e autonomic n erv o u s system in elevated h e a r tb e a t and blood p r e s s u r e s , signal th e spleen to release more red blood co rp u scles, enable th e blood to clot more q u ick ly , stimulate th e liver to p ro d u ce more s u g a r , give th e oxy gen more fuel to b u r n , and increase th e amount of fat in th e blood. The p itu ita ry gland also s e c re te s hormones th a t play a sig nifi­ can t role in th e m anner in which the' body resp o n d s to s t r e s s . T he th y ro tro p ic hormone, o r TTH, s e rv e s to provide stimulation to the th y ro id . T h is enables th e body to pro d u ce more e n e r g y . The ad re n o - cortico tro ph ic (ACTH) hormone cau ses th e o u te r layer of th e ad ren als to p rod uce about t h i r t y o th e r hormones th a t r e p r e s e n t s u r e sig n s of stre ss. In most lab orato ry ex p erim en ts, th e ACTH co ncentratio n in th e blood is used as an indication of th e in ten sity of s tr e s s . The body is th en p r e p a re d for quick decisions, vigorous action, and defense a g a in st enemies. reactions a re o b s e rv e d : T he following physiological dilation of pupils which allows for more sen sitiv e seeing, more acute hearing and smelling, f a s te r b re a th in g , pale skin du e to blood leaving th e v essels near th e s k in , 'p e r s p i r a t i o n , and in creased h e a rt ra te . 17 In providing th is scientific d escrip tio n of th e basic autonomic resp o n se of th e body to s t r e s s . Cannon s ta te d th a t the resp o n se v aries in its force, d ep en ding on how im portant th e challenge is perceived to b e, b u t th e p a tte r n of th e b o d y 's re sp o n se will remain th e same. This arousal condition, d e sc rib e d by Cannon (1932), was r e f e r r e d to as th e " fig h t-o r-flig h t" syndrom e. He o b s e rv e d th a t it is as if the body had p r e p a re d itself q u ick ly , efficiently, and com prehensively for physical battle or for e n e rg e tic fligh t to escape th e problem situ ation . An endocrinologist, Hans Selye (1936), was one of th e f ir s t to in trod uce th e concept o f s t r e s s into th e life sciences (Appley and Trum bull, 1967). He a g reed with Cannon th a t th e human body p o ssesses a life-saving reaction p a t t e r n —th e resp o n se which comes into play in a v a rie ty of p r e s s u r e situ atio n s. In his s tu d ie s , Selye (1963) attem pted to dem on strate how physical and psychological " s tr e s s o r s " may lead to "diseases of adaptation" via a series of "nonspecific" biological resp o n ses called the "General Adaptation Syndrome" (CAS). The CAS is th e d efensiv e physiological reaction o f th e organism which is s e t in motion by any noxious stim ulus. T he th re e sta g e s of the CAS a re : 1. An Alarm S ta g e : It r e p r e s e n ts th e initial resp o n se of th e individual to a s tr e s s o r and c h a ra c te riz e s a general call to arms of th e b o d y 's d efensive fo rces. A series of ch an g es occur which involve th e adrenal c o rte x , th e thym us and th e tissu e s of th e g a s tro in te stin a l tr a c t . T he body p r e p a r e s to fig h t s tr e s s by releasing hormones from th e endo crin e g la n d s. H eartbeat an d resp iratio n in crease, blood s u g a r level ris e s , muscles te n se u p , pupils dilate an d dig estio n slows. If th e o ccu rrin g syndrom e is not dim inished, it leads to th e manifestation of th e n ex t stag e : 18 2. T he Stage of R e s ista n c e : It is opposite in reaction to the alarm reaction. In th e alarm reaction, when th e adrenal d isc h a rg e s visible g ra n u le s of secretion into th e blood stream , th e s to re s of th is gland a re depleted and th e co rtex accumulates a r e s e r v e of seco nd ary g ra n u le s . If s tr e s s is overcome, th e body re p a irs th e damage th a t was done, th e physical sign s of s tr e s s d isap p e ar and resista n ce to th e so urce of s tr e s s is in creased. C ontinu­ ous and prolonged e x p o su re to th e s tr e s s o r leads to th e eventual loss of one's adaptation and th e individual e n te r s th e th ird stag e : 3. T he Stage of E x h a u stio n : T he symptoms are similar to those in th e alarm reaction. If th is sta g e is reached and s tr e s s co ntin ues long eno ug h, th e b o d y 's capacity for ad aptation is e x h a u ste d and such s tr e s s - r e la te d illnesses as se v e re head ach es, u lcers and high blood p r e s s u r e can a p p e a r. Psychological S tre s s T h e re a re at least th r e e reasons for th e a p p a re n t p opularity of s tr e s s as a psychological concept (Appley & Trum bull, 1965). f ir s t might be called a "bandwagon" effect. The Since the term gained some atten tio n and s ta tu s as a research topic, it has been used as a s u b s titu te for what would otherw ise have been called an x iety , conflict, emotional d is tr e s s , extrem e enviornmenta! conditions, e g o - th re a t, f ru s tr a tio n , t h r e a t to s e c u rity , tension or aro usal. Secondly, because of its wide use in th e biological field, the use of the term su g g e ste d both a p p a r e n t and th e real possibility of correlatin g psychological e v e n ts with physiological s u b s t r a te . The th ird reason is the genuine in te re s t in s tr e s s phenomena and the possibilities of e sta b lish in g a link between a re a s of clinical, psychosom atic, and various ty p e s of tr a d i ­ tional experim ental re se a rc h (p . 2). The concept of psychological s tr e s s is, in fact, an inference from e ith e r (1) manipulations of the environm ent (external a n d / o r 19 in te rn a l), or (2) from m easurem ents of ch ange in resp o n se (internal a n d /o r e x tern al) (Appley & Trum bull, p. 4). Individual d ifferen ces, s ty le s , p a tte r n s of re sp o n se , and p re p o te n t tenden cies a p p ear to be th e ru le r a th e r than th e exception in stu d ies of psychological s t r e s s . With th e exception of extrem e and su d d en life-th reaten in g situation s, it is reasonable to s ta te th a t no stim ulus is a s tr e s s o r to all individuals exposed to it (Applye 6 Trum bull, 1967). F ru stra tio n or psychological harm re fe rs to blockage or delay in p r o g re s s tow ard some goal. Social-psychological s tr e s s can arise from situational conditions which lead to a subjective o r cognitive appraisal of t h r e a t . T h r e a t , like f ru s tr a tio n , can involve actual or anticipated harm to th e physical self, the psychological self, a n d /o r interperson al relation s. The th r e a t may also d eriv e from conditions of th e physical a n d /o r social environm ent which d ep riv e th e individual of o p p o rtu n ities to sa tis fy physical, psychological, a n d /o r interperson al needs (Monat, R ichards, & L azarus, 1977). Many r e s e a r c h e r s have used th e term " e g o - s t r e n g t h , " " s t r e s s to le ra n c e ," and " f r u s tr a tio n - to le r a n c e ." It is p e rh a p s doubtful th a t th e re is such a th ing as a general s tr e s s - to le ra n c e in people (Appley & Trum bull, 1965). T h e re is more likely to be a g r e a te r or lesser insulation from th e effects of certain kinds of s t r e s s - p r o d u c e r s r a th e r th an a general s tr e s s - to le ra n c e in poeple. The common idea of a th re sh o ld of tolerance for s tr e s s implies th a t s tr e s s - p ro d u c in g a g e n ts must reach a given s tr e n g t h in o r d e r to aro u se a resp o n se. Differing th re sh o ld s a re a p p a r e n t dep en din g on th e kinds of th r e a ts th a t are e n c o u n te re d , and the individual equation in assessin g reactions to 20 s tre s s. Not only m ust a situation be of a given in ten sity to lead to s t r e s s , it must also be of a given kind for a p a rtic u la r person (p . 10). A ccording to Levine (1966), s tr e s s can be a socialpsychological phenom enon--a m atter of th e relationship betw een the individual and th e environm ent within which th e individual finds him­ self (p. 54). Causes of s tr e s s can, th e re fo re , lie in th e individual and his environm ent. Howard and S cott (1965) classify s t r e s s - p roducing stimuli as being biochemical (disease p ro du cin g germ s or hormonal chan ges in th e b o d y ), psychological (in ternal conflicts in th e individual p e rso n a lity ), physical (serio u s challenges p re s e n te d by n atu ral d i s a s t e r ) , or social-cultural (p . 54). In s u p p o rt of Levine (1966), Lazarus (1966) has indicated two ty p e s of s tr e s s stimul: physiological and psychological. "P hy si­ ological" s tr e s s r e fe r s to forms of s tr e s s in which th e r e is some d etectab le chang e in th e body, such a s microbehavioral reactions and biochemical or autonomic d is tu r b a n c e s . "Psychological" s t r e s s re fe rs to situation s in which, in addition to or instead of physiological ch a n g e s , th e r e a re r e p o rts of d is tu r b e d affects a n d / o r ch an g es in th e adequacy of cognitive functioning (p. 55). Cannon (1929), Selye (1956), Lazarus (1966) and Smelser (1963) a g ree th a t s tr e s s can be d istin g u ish ed in th re e basic ty p e s : system ic or physiological, psychological, and social. Systemic s tr e s s is concerned prim arily with th e d is tu r b a n c e s of tissu e system s ( e . g . , C annon, 1929; Selye, 1956), psychological s tr e s s with cognitive facto rs leading to th e evaluation of t h r e a t ( e . g . , L azarus, 1966), 21 and social s t r e s s with th e d isru p tio n o f a social u n it or system ( e . g . , Smelser, 1963). While many r e s e a r c h e r s believe the th re e ty p e s of s tr e s s a r e re la te d , th e n a tu r e of th is relationship is fa r from clear (Mason, 1975). Most s u r p r is in g is th e lack of agreem ent on a defini­ tion of " s tr e s s " among tho se r e s e a r c h e r s closest to th e field (Monat, R ichards, and L azaru s, 1977). In sp ite of disagreem ent th ro u g h the y e a rs o v er the meaning of the term " s t r e s s ," probably th e single most rem arkable historical fact abo ut it is its continued w idespread usage in th e scien ces. S tre s s and Illness The in te r e s t many in v e stig a to rs find in th e s tu d y of s tr e s s is often a ttrib u ta b le to an in te re s t in th e biological, psychological, and sociological s t r e s s f a c to rs believed to c o n trib u te to the developm ent of physical and mental d is o r d e r s . A lthough th is s tu d y will not include an investigation of th e iss u e s and lite ra tu r e of the linkage between s t r e s s and illness, it is n e c e s s a ry to point o u t some of th e theoretical positions relating s tr e s s and illness and its influence on relative s t r e s s s tu d ie s . S tu d ies relatin g s tr e s s to illness a p p e a r with re g u la rity in major sociological, psychological, psychosom atic, and p sy ch ia tric p ublications, and less f re q u e n tly in clinical medicine and epidemiology. P roviding in sig h t into th e d is a r r a y of s tr e s s - illn e s s re se a rc h , G reen b erg (1977) s ta te d : What b o th e rs r e s e a r c h e r s today is not th e questio n of w h eth er s t r e s s can cause disease . . . stu d ies clearly indi­ cate th a t emotional s tr e s s does c o n trib u te to high blood p r e s s u r e , g a s tro in te stin a l problems and a p p a re n tly to a side v a rie ty of o th e r illnesses in some individuals. R ath er, 22 th e unansw ered q u e stio n s deal more with who becomes ill u n d e r s t r e s s , why o th e r p e rso n s remain totally unaffected and health y u n d e r s t r e s s (p . 394). Adding to reaso n s for th e ambivalence in s tr e s s - illn e s s r e s e a r c h , Appley & Trum bull (1967) concluded th a t r e s e a r c h e r s often do not tak e th e following into con sid eration in th e ir r e s e a rc h : 1. S tr e s s is p ro b ab ly b e s t conceived as a sta te of the total organism u n d e r e x te n u a tin g circum stances r a th e r th an as an e v e n t in th e en vironm ent. 2. A g r e a t v a rie ty of d iffe re n t environm ental conditions is capable of p ro du cin g a s tr e s s s ta te . 3. D ifferent individuals resp o n d to th e same conditions in d iffe re n t w ays. 4. T he same individual may e n te r into a s tr e s s s ta te in re sp o n se to one presum ably s tre s s fu l condition and not to a n o th e r. 5. C o n sisten t in tra-in d iv id u al b u t varied in ter-in d iv id u al psychobiologica! re sp o n s e p a t te r n s occur in s tr e s s situ a tio n s . T h e notion of a common s tr e s s reaction needs to be r e a s s e s s e d . 6. T he beh av iors re su ltin g from op eratio ns intended to induce s t r e s s may be th e same or d iffe re n t, dep en d in g on th e co n tex t of th e situation of its induction. 7. T he in ten sity an d th e e x te n t of th e s tr e s s sta te and th e associated beh av io rs may not be readily p red icted from a knowledge of th e stim ulus conditions alone, b u t re q u ire an an alysis of u n d e rly in g motivational p a tte r n s and of th e c o n te x t in which th e s tr e s s o r is applied. 8. Temporal fa c to rs may determ ine th e significance of a given s tr e s s o r and th u s th e in ten sity and e x te n t of th e s t r e s s s ta te and th e optimum m easurem ent of effect (p. 11). A c ritiq u e of problems in h e re n t in specialized a reas of s t r e s s - illness re s e a rc h a re re p o rte d in th e r e s u lts of th e Ju n e 1973 C onfer­ ence on S tre ssfu l Life E vents: & Dohrenwend, 1974). T h e ir N ature and Effects (Dohrenwend C o n tribu tio ns from r e s e a r c h e r s of d iffe re n t 23 disciplines covered th e gamut of problems in conceptualizing and m easuring s tre s s fu l life ev en ts over th e prev io u s 10 y e a r s . The p re se n ta tio n s of th e conference as included in th e volume a re o u t­ lined: 1. Research program s on relatio nsh ips between s tre s s fu l life e v e n ts and episodes of physical illness. 2. Clinical re se a rc h program s on relations between s tre s s fu l life ev en ts and p a rtic u la r ty p e s of physical and p sy ch ia tric d is o r d e r s . 3. Community re se a rc h on relations between s tre s s fu l life e v e n ts and p sy ch ia tric symptomology. 4. Methodological re se a rc h oh s tre s s fu l life e v e n ts . J u s t as th e in te re s ts of th e r e s e a r c h e r s in th e p re se n ta tio n s are v a rie d , so a re th e r e s u lts of th e ir w ork, ad ding to th e in te re s t and c o n tro v e rs y . Research in s tr e s s and illness has no d o u b t received its g r e a te s t impetus from th e work of Hans Selye. Until th e last decade, Selye's work was widely accepted and largely unchalleng ed. Recently, how ever, sev eral r e s e a r c h e r s { e . g ., L azarus, 1974; Mason, 1971) have criticized a s p e c ts of Selye's position, p a rtic u la rly his total commitment to th e concept of th e physiological nonspecificity o f th e s tr e s s resp o n se. Mason and Lazarus have offered theoretical viewpoints and p re s e n te d empirical evidence which stro n g ly s u g g e s t Selye has o v e r­ stated th e role of nonspecificity in th e p ro duction of illness. Mason (1975) has s u g g e ste d t h a t th e p itu ita ry -a d re n a l cortical system is rem arkably sen sitiv e and re sp o n d s easily to emotional stimuli. This is im portant for many lab orato ry situatio ns d esig ned to s tu d y physical s tr e s s o r s v e ry often elicit discomfort o r pain. Lazarus (1974) 24 indicated th a t th e role of specificity in illness c re a te s more varied options, since th e n a tu r e and s e v e rity of the s tr e s s d is o rd e r could d epen d on at least th r e e facto rs: (1) th e formal c h a ra c te ris tic s of th e environmental dem ands, (2) the quality of th e emotional respo nse g e n e ra te d by the dem ands, or in p a rtic u la r individuals facing th ese dem ands, and (3) th e p ro c e ss e s of coping mobilized by th e s tre s sfu l commerce (p. 327). It may be too early to evaluate ad eq u ately the role of nonspecific and specific facto rs in th e etiology of illness, b u t th e r e is a growing belief in th e ir im portance. The stu d ie s which have been con ducted over th e p a s t y e a rs have produced many clues to the e ffects of s tr e s s and have provided a solid base upon which more sig n ifican t re se a rc h has been done. The list of s tr e s s - lin k e d d is o rd e rs is continually grow ing. C u r r e n tly , ailments su ch as h e a r t d isea se, high blood p r e s s u r e , u lc e rs, asthm a, skin allerg ie s, sexual problem s, in fertility , pain and u r in a ry t r a c t infections a re among those a ttr ib u te d to s tr e s s (Roger, 1978). S ch ild k rau t (1979) a d d s a r th r itis a tta c k s , d iab etes, dental problems, viral d ise a se s , female problems (menstrual d is o r d e r s , pelvic pain, fluid re te n tio n , ex cessive hair g ro w th ), and even can cer to his listing of s tr e s s - lin k e d illnesses. A re c e n t re p o rt by Locke in Science News (1978) revealed indications of s tr e s s - illn e s s links at the cellular level. In th e s tu d y of 117 randomly selected college s tu d e n ts , Locke te ste d th e hypothesis th a t s tr e s s alone is not sufficient to impair immunity. His premise was th a t the crucial factor would be how well a person coped with s tre s s. The r e s u lts indicated th a t: 25 T e st su b jec ts were classified as good co pers or poor copers on th e basis of a 91-item, se lf-re p o rtin g list of s tr e s s e s d u rin g th e p a st y e a r , month and several w eeks, along with th e week p rio r to te s tin g . Each s tu d e n t rated his or her own s tr e s s e s — such as d eath in th e family, prob atio n, p re g n a n c y , rejection from a g ra d u a te program and homo­ sexual e n c o u n te rs — in term s of how much readjustm ent th ey entailed. T hose ra tin g s were matched ag ain st th e selfre p o rte d symptoms (n e rv o u s n e ss , d ep ressio n , sleeping problems, e t c .) to yield a coping level (p. 151). Locke's s tu d y concluded th a t "susceptib le individuals, ch aracterize d by psychobiological ad ap tiv e failure (or poor co pin g), may have diminished cell-mediated immunity in th e p resen ce of high life s tr e s s symptoms" (Science News, 1978, p. 151). T h re e possible ways in which s tr e s s might lead to illness (Monat. R ichards, and L azarus, 1977), have been re p o rte d . The f ir s t is by th e d isru p tio n of tiss u e function th ro u g h neurohumoral influences u n d e r s tr e s s such as in th e case of a pounding h e a rt, sw eating, trem bling, and fatig u e . A second way is by engaging in coping activities th a t a r e damaging to one's health—for example, by try in g to ad van ce occupationally or socially by means of a p r e s s u re d lifestyle, by takin g minimal r e s t , by poor diet, heavy use of tobacco, alcohol or o th e r d r u g s . T h e th ird way s tr e s s leads to disease is by psychological a n d / o r sociological facto rs which co n sisten tly cau se the person to minimize th e significance of various symptoms. A person may fre q u e n tly in te r p r e t pain or illness symptoms in su ch a way as to n eglect seeking medical aid when it is cru cial. Avoidance of do cto rs or of medical atten tio n can come about as a d efense mechanism. Much avoidance can be fatal in certain in stan ce s, as in th e case of h e a rt attack victims who delay seeking medical atten tio n , th e re b y decreasin g th e ir ch an ces of survival (H ackett 6 Cassem, 1975). 26 As a p p a r e n t from the previous d iscu ssio n , stu d ie s relating s tr e s s to illness a p p e a r with rem arkable re g u la rity in th e lite ra tu re . T hough most of th e stu d ies co n cu r th a t th e r e is a definite relationship between s tr e s s and illness, th e stu d ies a re not so emphatic ab ou t how it o c c u rs. They conclude th a t onset of illness is th e outcome of multiple c h a ra c te ris tic s of th e individual in tera ctin g with a num ber of in te rd e p e n d e n t facto rs in th e individual's social co n tex t. S tre s s and the Helping Professions Several psychological stu d ies have indicated th a t o v e r - s t r e s s is most often ex p erien ced by tho se working in helping pro fession s of h ealth, social se rv ic e , law, law enforcem ent, and teach in g . Many human needs a re met th ro u g h the interven tio n of highly tra in e d pro ­ fessional person nel. As Schein (1972) n oted, "The pro fessio ns have always been th e ag en t by which society d ealt with its major problems" (p. 2). During th e p ast nine decades, th e significance of th e se p ro ­ fessions has grow n. The proportion of professionals in th e population has increased more th a n threefold according to cen su s data in 1980. In 1890, 3.78 p e rc e n t of th e population betw een th e ages of 25 and 64 were p rofession als. In 1920 the p e rc e n ta g e has increased to 4.4 p e rc e n t, and by 1960 it had risen to 13 p e r c e n t (V eysey, 1975). Also, d u rin g re c e n t d ecad es, the num ber of professionals and specialties within profession s have e x p a n d e d . The original th re e p ro ­ fessions of law, medicine, and the clerg y have increased in size, influence, and internal d ifferen tiatio n . As th e original th re e p ro ­ fessions have grown and d iffe re n tia te d , d istin ctly new professional 27 and "sem i-professional" fields have em erged, such as social work, teach in g , p s y c h o th e ra p y , and en gineering (C h e rn iss, 1980). At th e same time th e social and economic importance of th e p rofessio n s and of human serv ices have grow n, public concern and criticism also seem to have in creased . As Hasenfeld and English (1974) s ta te d , th e r e has been growing d issatisfactio n with th e fa ir­ n ess and effectiv en ess of many human serv ice org anizatio ns, often reaching th e level of a "consumer re v o lt." p u t fo rth : Many criticism s have been th ey have not been accountable; th ey ten d to neglect the poor and d isp o sse sse d ; th ey focus too much on individual change and adjustm ent and not enough on chang e in social sy stem s; th e y o b s tr u c t self-developm ent and ex p ressio n for th e ir members; th ey are too con­ c e rn ed with s ta t u s , money, and s e c u rity for them selves; th e ir monopoly of professional c red en tials limits o u r capacity to meet demands for serv ice in the most effective ways; professional ed u ca­ tion is too long, too specialized, and too much tied to th e classroom; and professional care leads to an u n h ealth y o v e r-d e p e n d e n c v and p assiv ity in th e client (Gross and O sterm an, 1972). Although th e validity of th e se criticism s has been and u nd ou bted ly will con tin ue to be d eb ated , the increasingly important role th a t professionals play in society almost g u a ra n te e s th a t th e r e will be growing co ncern with professional resp on sibility, commitment, and effectiv en ess. As the role of the profession s in society has grow n, th e prop ortion of professionals "on th e ir own" has declined (C h e rn iss , 1980). In creasing ly , they work in public agencies ra th e r th an in p riv a te p ra c tic e . The public ag e n ts are still professionals. 28 b u t a re salaried w o rk e rs as well. Being a salaried w orker often c re a te s g r e a t potential for s tra in and conflict between th e professional and th e org anizatio n, a s tra in t h a t can s tro n g ly influence th e a ttitu d e s an d perform ance o f th e professional (p. 3). A ccording to F r e u d e n b e rg e r (1980) th e work of th e helping pro fessio ns is tax in g and difficult. Rewards a r e often few and not visible, and p r e s s u r e s a re c o n s ta n t. New situatio ns calling for in gen uity as well as diligence a r e em erging con tinu ou sly . T h e help er has come to th e profession with visions of a s u p p o rtiv e in stitution staffed with wise s u p e rio r s and co o perative p a tie n ts, s tu d e n t s , or c lien ts. The professional has contem plated r e s u lts and tangible proof of th e ir ability to c re a te a d ifferen ce in people's lives. What th e p ro ­ fessional finds is "red ta p e ," h a rrie d a d m in istra to rs, and many o th er jo b -related s tr e s s e s for which th e y have not been p r e p a re d . No one comes forw ard to ameliorate th e feeling of in adequacy, and th is is often w here th e w o rk e r's psychological m ake-up is challenged. If the w orker has been looking for th e kind of personal fulfillment he o r she should be finding elsew h ere, he o r sh e will become a victim of s tr e s s (p. 153). Sarason (1977) stated t h a t th e period following World War II could ap tly be named th e "Age of P sych olog y," for people became con­ cern ed about th e issu es of meaning, fulfillment, and a u th e n tic ity . Work was one of th o se a re a s o f life which was last to be affected by th e Age of Psychology. to c h an g e. By th e mid-1960s a ttitu d e s abo ut work began P revio usly , a job th a t paid well, was s e c u re , offered o p p o rtu n ities for advancem ent, and pro vid ed safe and pleasan t working 29 conditions, was re sp e c te d and considered a good job (p. 116). Increasing ly, however, many people of th e working class came to believe th a t something more was needed. To be tru ly s a tis fy in g , a job also had to provide novelty, meaning, and o p p o rtu n itie s for cre a tiv ity and personal ex p re ss io n . A job had to be a vehicle for self-actualization as well as economic se c u rity (C h e rn iss , 1980). Initially, th e se new a ttitu d e s toward work w ere c o n cen trated among th e most highly ed u c a te d . The helping profession s were not exempt from th is new p u r s u i t for meaning, novelty, and fulfillment in w ork. The helping p ro fessio n s could take for g ra n te d a num ber of re w a rd s , not the least of which was the o p p o rtu n ity to s e rv e o th e r s . S e c u rity , a comfortable income, and high d e g re e of re s p e c t and s ta tu s also were rew ard s provided by th e profession and th ey seemed to be enough for many p rofession als. If th e y were not en ou gh , th e implications were th a t th e problem was th e d issatisfied individual (C h e rn iss , 1980). In a s tu d y of job satisfaction in com­ munity mental health, C h e rn iss (1978) learned th a t facto rs most often cited as a sou rce of satisfaction by su b jec ts were "doing something th a t gives one a sense of accomplishment" (p. 23). S tre s s and Job Satisfaction Because work occupies ab ou t o n e -th ird of th e employed p e rs o n 's time, the d issatisfactio n s of th e work situation a r e param ount among th e ty p e s of life s tr e s s e s th a t a re receiving f re q u e n t a tte n tio n in th e lite ra tu r e . Friis (1976) concluded th a t job d issatisfactio n may come about as a re su lt of a num ber of variables within th e work s e t­ tin g . They include: 30 T he ability of th e w orker to decide upon th e method and n a tu r e of ta sk accomplishments, th e level of occupation and role of work position, th e d e g re e of work overload, th e amount of in terp e rso n al tension and conflict among w o rk ers, socialization and selection p a t t e r n s within th e organziation, th e d e g re e of monotony o f th e ta s k s , and e x p o s u re to noise and o th e r occupational h a z a rd s (p. 595). In relating variables which are associated with job d iss a tisfa c ­ tion, C ross (1970) categorized work s t r e s s into th re e a re a s: (1) organization c a re e r s t r e s s , risk of unemployment, th e c a re e r sequence, th e pro cess of disengagem ent from organizatio ns th a t m ust come at the end o f one's c a r e e r ; (2) ta sk s t r e s s , inability o r inadequacy in perform ing ta s k s a s sig n e d , th r e a t to th in g s one values; and (3) organization s t r u c t u r e s t r e s s , what follows from th e dem ands and needs of working to g e th e r to obtain any en d . A lbrecht (1979) listed th e principal v ariab les in overall job satisfaction which provide an effective balance between s tr e s s and rew ard for th e w o rk er. A lbrecht were: The eig h t loading variables determ ined by workload, physical variab les, job s ta tu s , acco un t­ ability, ta sk v a rie ty , human co n tact, physical challenge and mental challenge. To provide a full account of job satisfaction , A lbrecht f u r t h e r stated th a t th e obvious facto rs of pay and b en efits, overall social climate of the work situation and q u ality of sup ervision received m ust be added to the e ig h t loading fa c to rs . The general assum ption o f most job satisfaction stu d ies is th a t th e more d issatisfied one is with a p a rtic u la r job, th en th e more s tr e s s f u l the job. Many s tu d ie s have concern ed them selves with th e impact of su pervision on job satisfactio n. Two such s tu d ie s by Pelz (1952) and Pelz & A ndrew s (1966) concluded th a t th e more 31 consideration a s u p e rv is o r showed his employees, the more satisfied th e y were and the less s tr e s s th ey ex p erien ced . S u p p o rtin g and adding to th e importance of su p erv isio n as a component of job satisfaction , H e rzb erg , M ausner, P eterso n & Capwell (1957) compiled data from fifteen s tu d ie s in which w o rkers were asked what made them satisfied or d issatisfied with th e ir jobs. T he most fre q u e n tly mentioned item of satisfaction was su p erv isio n , followed by s e c u rity , job co n ten t, company and management, working conditions, and o p p o rtu n ity for advancem ent and w ages. Only relationships with co-w o rk ers were mentioned more often th a n su p e rv isio n . When th e same gro up listed s o u rc e s of dissatisfaction on th e job, sup erv isio n was the fo u rth most fre q u e n tly named job facto r. In an o th e r s tu d y , H erzberg et al. (1957) compiled d ata from sixteen stu d ies in which w o rk ers were asked to ran k o r d e r job factors in term s of th e ir im portance. lowest): T he ran k o rd e rin g was (h ig h e st to s e c u rity , o p p o rtu n ity for advancem ent, company and manage­ ment, w ages, intrinsic asp ects of jobs, su p e rv isio n , social asp ects of jobs, communications, working conditions, and b en efits. A nother major variable in job s a tis fa c tio n - s tr e s s re se a rc h is job co n ten t which has often c reated c o n tro v e rs y with job conditions. A s tu d y of a g ro u p of acco u n tan ts and en g in e e rs by H erzb erg , et al. (1959) investigated job satisfaction and dissatisfactio n by having th e p artic i­ p a n ts tell about th e times in th e ir work when th e y felt exceptionally good and exceptionally bad. T he ev e n ts concerning feeling good usually involved job co n ten t (achievement, recognition, re sp o n sib ility ), while those co ncerning feeling bad usually involved facto rs associated 32 with job conditions (company policies, w ages, su p e rv isio n , working c o n d itio n s). In addition, job level has fre q u e n tly been co rrelated with job s atisfactio n. C u rin , V eroff and Feld (1960) conducted a nationwide s tu d y which determ ined th a t 42 p e rc e n t o f p erso n s in professionaltechnical occupations w ere v e ry satisfied with th e ir jobs, w hereas only 13 p e rc e n t of unskilled w o rkers rep o rte d being v e ry satisfied . K orn hau ser (1965) provided an explanation of th is occu rren c e when he s ta te d th a t p e rso n s who were in lower level jobs were those who complained about it and would have resp o n d ed more positively by e ith e r doing something about it o r leaving th e job. McLean (1976) recently con ducted a s tu d y in which 865 employees at th r e e levels of management in one company were asked about th e ir work satisfactio n, p ercep tio n s of s tr e s s in th e ir work, and the e x te n t of specific physical and emotional disabilities a t th e c u r r e n t time and th re e y e a rs p rev io u sly . It was found th a t th e r e was no co r­ relation between a ch ang e in an xiety and job satisfaction (salary, h o u rs w orked, number of h o u rs tra v eled from home), b u t th e r e was a correlation between in creases and d e c re a se s in anx iety and th e p e r ­ ception of job s t r e s s , work satisfactio n, and rep o rted physical and health problems. Gavin & Axelrod (1977) examined th e effects of occupational s tr e s s e s on th e jo b -related s tr a in s of management personnel in an u n d e rg ro u n d mining org an izatio n. M easures of job s tr e s s and strain were obtained from 95 management level employees and 13 potential m oderators of s t r e s s - s t r a i n relations were a s s e s s e d . The s tu d y found 33 th a t s tr e s s e s such as role conflict and am biguity, job s e c u rity , participatio n, variation in work load, and most notably, utilization for skills, had moderate to high relationships with th e psychological s tr a in g s of a n x ie ty - d e p re s s io n - irr ita tio n , job satisfaction, and psycho­ somatic complaints. In summary, professio nals have been influenced by th e new norms and values of th e Age of Psychology. In creasin gly , th ey seek novelty, a u th e n tic ity , and self-actualization in th e ir work, in addition to th e o th er rew ards p u rs u e d in th e p a s t. Many professionals tend to feel cheated if th ey do not find th e se rew ard s; th ey ex p erience a powerful sen se of longing and d ep riv atio n . Midlife c a re e r chang es among professionals a re o c c u rrin g in u n p re c e d e n te d num bers as p ro ­ fessionals leave th e ir occupations when tho se occupations do not offer the new, psychological rew ards th a t have come to be seen as essential for satisfaction. S tu d ies of s tr e s s and job satisfaction reveal th a t various a sp e c ts of th e work situation play d iffe re n t roles in d eterm in­ ing how satisfied one is with his job. Job a s p e c ts provide an effective balance between s tr e s s and rew ard for th e w ork er. The general assum ption of most of th e stu d ie s is th a t th e more d issatisfied one is with his job, th e more s tre s s fu l th e job will be. S tre s s in Teaching S tre s s in teaching is becoming an increasing concern in teach er education and schools th ro u g h o u t the c o u n try . Considerable attention has been given recen tly to th e record number of te a c h e rs voluntarily leaving the p ro fessio n . A lthough th e loss of effective 34 te a c h e rs is lamentable, little attentio n has been focused upon those individuals who would like to leave b u t for a v a rie ty of reaso ns can ­ not o r will not. Mary Bentzen (1980) re p o rtin g on Coodlad's "S tu dy of Schooling," found th a t approxim ately o n e -fo u rth of all te a c h e rs s u rv e y e d would not go into teachin g if they had it to do o v er again. t T he National Education Association (NEA) estim ates th is num ber to be o n e - th ir d of all te a c h e rs (p. 5). The continuing concern o v er th e effects of s tr e s s on teach er mental health a t t e s t s to th e fact th a t it is a common denominator in th e lives of te a c h e r s . T he n a tu r e of vacillating lifestyles and social expectation s d ic ta te s t h a t te a c h e rs face change f re q u e n tly (Goodall & Brown, 1980). Alvin Toeffler (1970) has alluded to the dilemma of rapid ch ange co n fro n tin g s ta tu s quo mind s e ts in schools. E ducators must recognize t h a t each ch an g e can b rin g with it psychological s tr e s s (p . 17). Educators today find them selves u n d e r ad ded p r e s s u r e s each y ear with th e public and legislators continually demanding more of them by new program s such as mainstreaming an d competency te s tin g . T o d a y 's education professionals also indicate t h a t th e se same g r o u p s are now less s u p p o rtiv e of school and education professio nals th a n th e y once w ere. Many te a c h e rs r e p o r t g r e a t difficulty in g e ttin g th e s u p p o rt and a s sis ta n c e of p a r e n ts in solving th e problems of th e ir c h ild re n . D em onstrating th e d e p th of th e problem, data from th e most re c e n t Gallup Poll (1980) revealed th a t only 65 p e rc e n t of the p a r e n ts of youth in public schools a tte n d e d a lectu re, an y m eeting, or any social occasion in an y local school building d u rin g th e last y ear 35 ( Phi Delta K appa, 1979). The same poll re p o rte d th a t 85 p e rc e n t of a d u lts polled would s u p p o rt s ta te certification examinations for te a c h e rs and a d m in istra to rs. A sizable num ber of a d u lts were s u p p o rtiv e of periodic r e te s tin g of te a c h e r s to evalu ate th e ir competence in th e ir field (p . 39). T h e tro u b le is not so much with th e se specific a ttitu d e s as with th e tre n d th ey a p p e a r to r e p r e s e n t —one resu ltin g in more p r e s s u r e on th e e d u c a to rs with less public s u p p o rt (Alley, 1980). In addition to lack of community s u p p o rt, te a c h e rs a re becoming s tr e s s e d from a num ber of o th er so u rces including violence and vandalism in th e schools, d is r u p tiv e s tu d e n t s , inadequate salaries, in v olu ntary t r a n s f e r s , in te r f e r rin g p a r e n t s , oversized classes, ex cessive p ap erw o rk , an d little s u p p o rt from adm inistration (McGuire, 1979). According to McGuire, physical a s s a u lts ag ain st te a c h e rs are in creasin g . T he NEA's 1979 T eacher Opinion Poll estim ated 110,000 te a c h e rs were physically atta c k e d by s tu d e n ts on school p r o p e rty d u rin g th e 1978-79 school y e a r. s tu d e n ts off school p r o p e r ty . A nother 10,000 were a tta c k e d by T he 110,000 victims r e p r e s e n t an increase of 57 p e r c e n t o v er th e estim ated 70,000 te a c h e rs who were attack ed d u rin g th e 1977-78 school y e a r (McGuire, 1979, p. 5). In addition to a fear of physical a tta c k s , about o n e -fo u rth of resp o n d e n ts rep o rte d th e y had had personal p r o p e rty stolen d u rin g 1978-79, and about th e same p ro p o rtio n said th e y had had personal p r o p e rty damaged a t school. The Tacoma (Washington) Association of Classroom T each ers (TACT) became th e n atio n 's f ir s t te a c h e r g ro u p to s ecu re s tr e s s in su ran ce for its members (1978). In several TACT s tu d ie s , findings 36 indicated th e most s tre s s fu l ev e n ts in the te a c h e rs' lives were involun­ ta r y t r a n s f e r s , d iscip linary problems (25 p e rc e n t re p o rte d physical a s sa u lts by s tu d e n ts an d 75 p e rc e n t re p o rte d verbal a b u se by s tu d e n ts and p a r e n t s ) , notification of u n s a tis fa c to ry perform ance, too many s tu d e n ts in elem entary classes, and difficulty in dealing with admin­ i s tr a to r s . The majority of re se a rc h co ncerned with life-ev en ts s tr e s s has made use of th e Social Readjustm ent Rating Scale (SRRS) developed by Holmes and Rahe (1967). The SRRS c o n sists of 43 items th a t a re design ed to r e p r e s e n t common life e v e n ts th a t re q u ire chang e in social ad ju stm en t. Weights fo r each item w ere determ ined by av erag in g ra tin g s made by ju d g es who w ere asked to ra te e v e n ts "as to th e ir relative d e g re e of n e c e s sa ry re a d ju stm e n t." Rating Scale (SRRS) is shown in Table 1. m agnitude of life e v e n ts . T he Social Readjustm ent This table ra n k s the For example, th e death of a spouse is weighted a t 100 (the h ig h e st point on the scale), m arriage at 50, ch an ge in recreatio n at 19, c h an g e in vocation a t 12 (p. 214). The p ro c e d u re employed by Holmes and Rahe was replicated to develop an in v en to ry of e v e n ts th o u g h t to be related to s tr e s s associated with teach ing (Cichon and Koff) . T he specific p u rp o se s of the T each er S tre s s Events In v en to ry (TSEI) was to: 1. Provide a q u a n tita tiv e b asis for th e investigation of s tr e s s by as se s sin g the m agnitude of s tr e s s induced by "life ev en ts" associated with teaching; 2. A scertain th e e x te n t of differential reactions to teaching e v e n ts by e d u cato rs with d iffe re n t b ack g ro u n d and situational c h a ra c te ris tic s ( e . g . , elem entary o r seco nd ary school t e a c h e r ) ; and 37 TABLE 1 .—Social Readjustm ent Rating Scale. Rank 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 Life Event Death of spouse Divorce Marital sep aration Jail term Death of close family member Personal injury or illness M arriage Fired a t work Marital reconciliation Retirem ent C hange in health of family member P reg n an cy Sex difficulties Gain of new family member B usiness read ju stm en t C hange in financial s ta te Death of close frie n d C hange to d if f e r e n t line of work C hange in num ber of arg u m e n ts with spouse Mortage ov er $10,000 F oreclosure of m ortgage or loan Change in resp o n sib ilities a t work Son or d a u g h te r leaving home T ro u ble with in-laws O u tstan d in g personal achievem ent Wife begin or stop work Begin o r en d school C hange in living conditions Revision of personal h a b its T rou ble with boss Change in work h o u rs or conditions C hange in resid en ce C hange in schools Change in recreation Change in c h u rc h activities Change in social activities M ortgage or loan less than $10,000 Change in sleeping h a b its Change in num ber of family g e t- to g e th e r s C hange in eating h ab its Vacation C hristm as Minor violations of the law Mean Value 100 73 65 63 63 53 50 47 45 45 44 40 39 39 39 38 37 36 35 31 30 29 29 29 28 26 26 25 24 23 20 20 20 19 19 18 17 16 15 15 13 12 11 38 3. Clarify and s u g g e s t implications for educational policy and fu tu r e re se a rc h (p. 92). The TSEI was given to te a c h e rs in th e Chicago T e ach ers' Union (CTU) who r e tu rn e d a total of 5,011 q u e s tio n n a ire s . T he sample re p re s e n te d about 2 p e rc e n t of the 22,448 te a c h e rs employed by the Chicago Board of Education. Table 2 contains a list of th e 35 e v e n ts and d e sc rip tiv e s ta tis tic s in ra n k o r d e r from most to least s tre s s fu l by mean r a tin g s . Inte rco rre la tio n s acro ss items for th e total sample were all, with the exception of two p airs, significant at p < .05 (tw o -tailed ), were all positive, and ran g ed between .015 and .690, with th e majority in .30 to .50 ra n g e . T his p a tte r n of correlations su g g e ste d th a t the relative d e g re e s of s tr e s s assig n ed to the e v e n ts was highly stable a c ro ss the e n tire sample. Analysis of the 36 ra n k -o r d e r e d teaching ev e n ts identified four general themes o r c lu s te r s of items. T he f ir s t c lu s te r involved issues which a p p e a r to be of " p rio rity c o n c e rn ." e v e n ts were: P riority concern (1) managing "d isru p tiv e" ch ild re n , (2) being th re a te n e d with personal in ju ry , (3) having a colleague assau lted in school, and (4) being a t a r g e t of verbal ab u se by s tu d e n ts . ev e n ts were ranked 2, 4, 7, and 11 as major c o n cern s. T hese The second c lu s te r involved ev en ts th a t concern the theme of "management te n sio n ." This c lu s te r included: (1) involuntarily tr a n s f e r r e d , (2) overcrow ded classroom s, (3) notice of u n sa tisfa c to ry perform ance, (4) lack of books and su p p lies, (5) reorganization of program s and classes, (6) implementation of Board of Education goals, (7) denial of promo­ tion or advancem ent, and (8) disagreem ent with s u p e rv is o r. T hese 39 TABLE 2 .—T he T eaching E v en ts S tre s s In v en to ry . Rank In v en to ry Item # E vent Mean S .D . 1 11 In v o lu n tarily tra n s fe rre d 77.05 34.50 2 12 Managing "d isru p tiv e " ch ild ren 66.13 28.22 Notification of u n satisfa cto ry perform ance 62.67 37.60 T h re a te n ed w ith personal injury 60.76 36.09 3 6 4 5 16 7 O vercrow ded classroom 57.52 30.09 6 23 Lack of availability of books and su pplies 55.93 30.21 7 3 Colleague a ssa u lte d in school 54.72 33.78 8 2 R eorganization of cla sse s o r program 54.03 24.26 9 13 Implementing B oard o f Education curriculum goals 52.76 31.39 10 34 Denial of prom otion o r advancem ent 52.45 35.12 11 21 T a rg e t of v erb al a b u se by stu d e n t 51.97 32.17 12 29 D isagreem ent w ith su p e rv iso r 50.73 32.09 13 1 T h e f ir s t week of th e school y e a r 50.00 14 18 M aintaining self-co n tro l when a n g ry 48.39 29.78 15 25 T eaching s tu d e n ts who a re "below av erage" in achievem ent level 48.20 30.45 16 32 M aintaining s tu d e n t personnel and achievem ent re c o rd s 47.34 30.93 17 8 P re p a rin g fo r a s trik e 46.68 30.16 18 15 S u p erv isin g s tu d e n t behavior o u tsid e th e classroom 46.00 29.17 19 9 C hange in d u tie s/w o rk resp o n sib ilities 44.79 27.25 — 20 17 Dealing w ith community racial issues 42.84 31.99 21 31 Seeking p rin c ip a l's in terv en tio n in a discipline m atter 42.48 30.84 22 36 D isagreem ent w ith a n o th e r tea ch e r 41.58 29.65 23 24 Dealing w ith s ta ff racial issu es 40.25 30.54 24 28 T eaching p hysically o r m entally handicapped children 39.51 32.31 25 35 Dealing w ith s tu d e n t racial issu es 39.36 30.53 26 26 L avatory facilities for te a c h e rs a re clean o r com fortable 38.89 29.92 27 14 Developing an d completing daily lesson plans 38.87 28.58 28 10 C onference w ith p rin c ip a l/su p e rv iso r 36.69 28.02 29 22 E valuating s tu d e n t perform ance o r giving g ra d e s 35.11 25.62 30 33 Having a re se a rc h or train in g program from "outside" in th e school 33.90 28.54 31 5 A ttendance a t in serv ice m eetings 32.74 27.16 32 27 T aking additional c o u rse work for promotion 32.40 28.96 33 19 T aling to p a re n ts ab o u t th e ir c h ild 's problem s 31.84 24.40 34 20 Dealing w ith s tu d e n ts whose prim ary language is not English 31.30 27.40 35 30 T e a c h e r-p a re n t co n feren ces 30.24 24.24 36 4 V oluntarily tra n s fe rre d 28.58 26.82 40 e v e n ts w ere ran k ed 1, 5, 3, 6, 8, 9, 10 and 12 (p. 99). T he th ird c lu s te r of e v e n ts re p re s e n te d th e theme of "doing a good jo b ." included were: Events (1) maintaining self-control when a n g r y , and (2) teachin g s tu d e n ts who a re below a v e ra g e in achievem ent level. T h e se e v e n ts a re ran k ed 14 and 15. The fo u rth c lu s te r is rank ed by th e ten lowest e v e n ts , tho se which induce relatively little s t r e s s . c lu s te r included: This (1) te a c h e r - p a r e n t co n feren c es, (2) dealing with bilingual s tu d e n ts , (3) discussion of c h ild re n 's problems with th e ir p a r e n ts , (4) tak ing additional coursew ork for promotion, (5) a tte n d in g in service m eetings, (6) evaluation of s tu d e n ts , (7) co nferences with th e p rincipal, and (8) doing lesson plans (p. 100). Manera and Wright (1979) used the Q -S o rt ran k in g in stru m en t with e d u c a to rs from variou s a re a s of specialty. The Q -S ort ran k in g in stru m en t was d esig ned to d istin g u ish high level s tr e s s o r s from low level s t r e s s o r s which te a c h e rs were given a list of s t r e s s p r o d u c e rs . N inety-one e d u c a to rs , with nearly equal num bers of men and women, rank ed th e Q -S ort items. T h e se e d u c a to rs re p re s e n te d : 1. Two g r a d u a te c la s s e s of classroom te a c h e rs and public school ad m in istrato rs; 2. P a rticip an ts a t a summer w orkshop spo nsored by the Association of T each er E d ucato rs; and 3. P articip an ts a t a fall conference of a s ta te unit of the Association of T each er E d u cato rs. T he Q -S o rt in stru m en t was d esig ned to m easure the rank ing of s tr e s s items common to public school te a c h e r s . selected for th e Q -S o rt included: T he fo u rteen items 41 1. A ccepting and u sin g o th e r people's e x p e r tis e — including p e e r s or re so u rc e people who can s h a re information, opinions, feelings and ideas in a positive m anner. 2. A ctiv atin g —helping people to u n d e r s ta n d and follow in s tru c tio n s . 3. J u d g in g people—evaluating s tu d e n t 's a n d /o r te a c h e r 's e x p e rtis e and helping them to use it to increase th e ir ability to communicate and complete ta s k s b e tte r while overcoming th e ir w eak nesses. 4. Decision making—a r riv in g a t a logical conclusion and developing an action plan to accomplish goals. 5. Individualized in s tru c tio n —p ro v id ing s tu d e n ts with th e resp on sib ility for assign m ents and pro jects commensurate with th e ir abilities and levels of accomplishment while still maintaining s u p e rv is o ry co ntrol. 6. Time management— rem em bering, p lan n in g , an d accomplish­ ing more ta s k s th a t a re im portant to complete to maintain a good flow of communication. 7. Maintaining good relation sh ip s with y o u r sup ervisoi— being both frien d ly and b u sin esslik e with y o u r dealings up th e line. 8. Pacing y o u r e n e rg y e x p e n d itu r e s —planning and c a rry in g o u t y o u r day so you have th e e n e rg y to complete th e activ ities which m ust be done w ithout u n d u e fatig ue. 9. Professional g ro w th —pro vidin g time to s tu d y , plan co urse w ork, a tte n d in service and educational co n feren ces and o th e r activities to improve professional capabilities. 10. Building a professional r e p u ta tio n —making y o u rse lf known for yo ur c o n trib u tio n s in y o u r professional a re a . 11. Discipline and classroom management—estab lish in g and maintaining a p ositive learning environm ent w here discipline problems a re a t a minimum. 12. A p ath y —lack of in te re s t in p a rtic ip a tin g in educational activities or related e v e n ts . 13. P erson n el—co ncern for personnel problems related to declining enrollm ent, job s e c u rity , in terd iscip lin ary teach in g , mainstream ing and special classes. 42 14. C urriculum —building co n ten t modules, u n its and co u rse outlines for v a ry in g class sizes, artic u la tio n , K-12, in te r­ d isciplin ary and chan gin g objectives. T h e p a rtic ip a n ts were ask ed to ra n k th e fou rteen s t r e s s - pro du cin g items according to th e amount of s tr e s s th e item pro du ced in th e ir lives. T he ran k in g was placed in th r e e categ o ries: s tr e s s level; (2) m id -s tre s s level; and (3) low s tr e s s level. (1) high A mini­ mum of four items was re q u ire d in each of the th re e categ o ries. The p a rtic ip a n ts n e x t selected one item from th e high s tr e s s g ro u p which was most s tr e s s f u l and one item from th e low s tr e s s g ro u p which was least s tr e s s f u l. Table 3 co ntains an analysis of th e g r o u p s . had d iffe re n t feelings ab o u t s tr e s s facto rs in teach in g . Each One g ra d u a te class chose "Individualized In stru ctio n " as th e num ber one s tr e s s o r , while th e o th e r g r a d u a te g ro u p selected "Classroom Management" as its to p -ra n k e d item. T he th ird g ro u p viewed "Ju d g in g People" as the most s tre s s fu l item and "Individualized In stru ctio n " was th e ir second choice. The fo u rth g ro u p of p a rtic ip a n ts r e p re s e n te d class­ room te a c h e r s and u n iv e rs ity p ro fe s s o rs and a d m in istra to rs. T heir num ber one s tr e s s o r was "Time Management," second was "Professional G row th," and t h i r d , "Decision M aking." top th r e e or four ra n k e d s tr e s s o r s . C onsistency e x ists within th e It is also revealed th a t classroom management or discipline con tinu es to receive much co ncern as the num ber one s tr e s s o r in th e schools. However, th e fo u r g ro u p s of e d u c a to rs ran ked it toward th e middle of th e s tr e s s o r s . Much of to d a y 's dissatisfaction with society is d ire c te d a t the school, which is often p erceived as a so u rce for remedying all ills. School bo ard s and ad m in istra to rs often attem pt to accommodate all TABLE 3 .—R esults of Q -S o rt. 1 G raduate C lass N = 13 Item *RR 2 3 ATE Summer W orkshop N = 23 G rad u ate Class N = 14 *WR *RR *WR *RR 4 S tate ATE Workshop N = 41 *WR *RR *WR Weighted G rand Total Rank of Weighted G rand Total 1. A ccepting and u sin g o th e r o th e r p eo p le's e x p e rtise 14 (1) 14 (1) 14 (1) 8 (7) 10 14 2. A ctivating 12 (3) 13 (2) 10 (5) 9 (6) 16 12 3. Ju d g in g people 3 (12) 5 (10) 1 (14) 4 (11) 47 3 4. Decision making 7 (8) 9 (6) 7 (8) 3 (12) 34 6 5. Individualized in stru ctio n 1 (14) 2 (13) 2 (13) 7 (8) 48 2 6. Time management 2 (13) 3 (12) 4 (11) 1 (14) 50 1 7. M aintaining good re latio n sh ip s w ith y o u r su p e rv iso r 13 (2) 10 (5) 8 (7) 12 (3) 17 11 8. Pacing y o u r e n e rg y e x p e n d itu re s 9 (6) 11 (4) 6 (9) 5 (10) 29 9 9. P rofessional grow th 6 (9) 8 (7) 5 (10) 2 (13) 39 4 11 (4) 12 (3) 12 (3) 11 (4) 14 13 10. B uilding a professional re p u tatio n 11. D iscipline a n d classroom m anagement 5 (10) 1 (14) 11 (4) 13 (2) 30 8 12. A pathy 8 (7) 7 (8) 13 (2) 14 (1) 18 10 13. Personnel 10 (5) 6 (9) 3 (12) 6 (9) 35 5 14. C urriculum 4 (11) 4 (11) 9 (6) 10 (5) 33 7 **RR = Real R ank; WR = W eighted Rank re q u e s ts or demands in an effo rt to be resp o n siv e. According to Dillon (1978), it is the classroom teach er who eventually must t r y to assimilate and coordinate all th e dem ands into a w orkable system while maintaining a h ealthy environm ent in which s tu d e n ts can learn. T hese ta s k s must all be accompanied with th e te a c h e r feeling some sen se of w orth. S tre s s and Performance Gmelch (1977) examined the effects of s tr e s s upon teach er p e r ­ formance based on A n d e rso n 's in v erte d U -shape th e o ry . A nderson (1976) sta te d : Psychological s t r e s s indicates th a t th e r e is an optimum amount of s tr e s s in term s of its effects on perform ance. S tr e s s th a t is h ig h er or lower th a n this amount re su lts in steadily d ecreasin g p erform ance. P erform ers u n d e r s t r e s s , th en follow an in v e rte d -U -sh a p e function (p . 30). F igure 2 is a g rap h ic d isplay of this th e o ry . T he vertical axis r e p r e ­ s e n ts level of perform ance; th e horizontal axis r e p r e s e n ts th e d eg ree of s t r e s s . T he line perform ance is c u rv ilin ea r with h ig h e st perform ­ ance o ccu rrin g when th e d e g ree of s tr e s s is at a moderate level. The effects of e ith e r radically d ecreased or radically increased s tr e s s levels of perform ance can also be determ ined. As the s tr e s s levels move into th e overstim ulation zone, the perform ance c u r v e rapidly d ecrease s. The understim ulation zone illu strates a life w here too little excitem ent and s tr e s s is o c c u rrin g . The perform ance c u r v e also dips q u ite rapidly as th e d e g ree of s tr e s s d e c re a s e s . The shaded a reas below th e life line r e p re s e n t th e ultimate in e ith e r understim ulation or o v e r­ stimulation zones. R esults from Gmelch's (1977) re se a rc h indicated U5 HIGH Understimulation Zone Overstimulation Zone Coping Strategy: Increase S tress Intake Coping Strategy: Decrease S tress Intake a Life Line LOW HIGH LOW Degree of S tress From: Gmelch, Walter H.. Beyond Stress to Effective Management. Eugene, Oregon: Oregon School Study Council Bulletin, Vol. 20, Nos. 9 & 10. 1977, p. 44. F igure 2 .—S tre s s and Performance t h a t te a c h e rs with m oderate s tr e s s levels related more easily to th e ir s tu d e n t s , made decisions well and seemed to be more c re a tiv e . T e a c h e rs who fall into th e overstim ulated zone, s u ffe re d from low self­ esteem, found it difficult to make decisions and easily became e x h a u s te d . T e a c h e rs who were placed in th e overstim ulated zone were more prone to illness. Last, te a c h e rs who were identified in th e understim ulation zone su ffe re d from fa tig u e , f r u s tr a tio n , boredom, and w ere generally dissatisfied with th e ir jobs. T e a c h e rs who ex perienced extrem e "high" o r "low" levels of s tr e s s w ere su b jec t to serio u s physical and emotional co n seq u en ces. T he re s u lts of this re se a rc h contained no 46 specific re fe re n c e po ints r e g a rd in g e ith e r level of perform ance or d e g re e of s tr e s s . Gmelch summarizes: "High" or "low" s tr e s s is not p red eterm in ed . It is relative to the indiv idu al's ability to to lerate a n d / o r cope with s tr e s s ju s t as high or low perform ance is relative to o n e's abilities. The b ell-shap ed c u r v e is not p e rfe c t for each individual. Some te a c h e rs find it easy to a d a p t to, and p e r h a p s even need, a high level of s t r e s s for high p erform ance. O th e rs find th a t even m oderate levels of s tr e s s in te rfe re with th e ir perform ance level (p . 5). Many ed u c a to rs in C alifornia's schools e x p re s s e d th a t th e ir co n cern s were m oney-related (B ardo , 1979). A ccording to McGuire (1979), Alley (1980), V an d erA rk (1982), and S arason (1977), low te a c h e r salaries w ere identified a s a major co ncern c o n trib u tin g to jo b -related s t r e s s . Lipp (1977) noted th a t: The ideal income te n d s to remain elusively a t ten to tw enty p e rc e n t above th e c u r r e n t income, even a t th e v e ry h ig h e st socioeconomic s tr a t a . Depending on income as the prim ary source of job satisfaction th e re fo re te n d s to lead co n sisten tly to f ru s tr a tio n . Paradoxically, o n e 's income becomes in creasingly satisfy in g in in v e rse proportion to th e importance attach ed to it. If you g e t p leasu re from o th e r a s p e c ts of you r w ork, you a r e far more likely to be co n ten t with y o u r income no m atter how high or low it may be (p. 559). R esu lts from two re se a rc h s tu d ie s based on in terview s and q u estio n n aires indicated th a t no d ire c t relationship resu lted between s tr e s s and satisfaction from income (P ines, 1982). T h e f ir s t s tu d y involved 205 San Francisco Bay area pro fession als; the second was a s tu d y of 129 social serv ice profession als. T he co rrelatio n s between s t r e s s and satisfaction from pay was negligible ( r = .01) in both s tu d ie s . No co rrelation between satisfaction from pay and overall job satisfaction , liking of th e job, and liking of case load r e s u lte d . The only significant correlatio n from th e second s tu d y was between income and agency evaluation (r = .26). 47 S tr e s s and T e ach er Job Satisfaction In a s tu d y of ten p ro fessio n s (L arsen , 1976), individuals aged 30-45 indicated g r e a te r dissatisfaction with th e ir work than any o th er age g r o u p s . New w o rk e rs e n te r th e ir profession en th u siastically , d eriv in g high initial satisfactio n. T h e more ex p erien ced w o rk ers in L a rsen 's s tu d y e x p r e s s e d g r e a te r work satisfaction th an th e ir middleaged colleagues. In th r e e school-based s tu d ie s (A n d erso n , 1975; DiCaprio, 1974; and T h a rp e , 1976) more ex p erien ced te a c h e rs rep o rted g r e a t e r work satisfaction th an did th e te a c h e rs with little teaching ex p erien ce. In an e x te n siv e s tu d y on professional b u r n o u t in human service org anization s (C h e r n is s , 1980), a num ber of s t r e s s p r o d u c e rs were th o ro u g h ly examined. T h is s tu d y focused on 28 new professionals in the p ro c e ss of moving from ad vanced tra in in g to f i r s t jobs in four professional g ro u p s : high school teach in g . law, public health n u r s in g , mental health , and R esu lts from th is s tu d y indicated th a t each in div idu al's ex p erien ce clearly d iffe re d . However, u n d e rly in g p a tte r n s and them es p ro v ed most in te re stin g and valuable in relationship to the e ffe c ts of s t r e s s an d all p ro fessio n s s tu d ie d . Among th e s tr e s s fa c to rs , several were closely associated with th e teaching profession. It was revealed th a t s tu d e n t motivation and low ability levels of s tu d e n ts w ere major so u rces of s tr e s s for te a c h e r s . T e ach ers who displayed an ap ath etic a ttitu d e and did not seem to care about th e ir problems, and who often did nothing to help them selves, g e n e ra te d a negative reaction from th e te a c h e r. T his ty p e of s tu d e n t behavior was co nsidered a so urce of s tra in (p. 43). 48 The issue of personal involvement with clien ts o r s tu d e n ts is viewed as a major so u rce of u n c e rta in ty and s tr e s s among many new pro fessio nals. T h is dilemma is most pronounced among te a c h e r s . T e a c h e rs seemed most p erp lex ed ab o ut how p ersonally involved to become with s tu d e n ts (p . 53). Several te a c h e rs e x p re s s e d th a t s tu d e n ts respo nd ed well to individual a tte n tio n , w arm th, and s u p p o rt which seemed to en han ce s tu d e n t learning and motivation. However, te a c h e rs p erceived real risk in taking such an ap p ro ach with s tu d e n ts and felt afraid of e sta b lish in g a closeness with them. Maslow's H ierarchy of Human Needs Maslow's H ierarchy of Human Needs (1979) h as been an im portant th eo ry in developing conceptual ideas relating to teach er stre ss. Maslow attem pted to explain human behavior in term s of in trin sic motivation. I n h e re n t in Maslow's co n cep t is th e p rep o ten cy of human n e e d s, i . e . , a need is satisfied , th en a h ig h er-lev el need em erges which develops a d riv e or motivation for th e human being to seek its satisfactio n. Masiow categ orized human need s into a h ie r ­ a rc h y ascend ing from s a fe ty , love and belonging, self-esteem , selfactualization and fulfillment, to knowledge and u n d e r s ta n d in g . Williams (1978) attem pted to in te g ra te Maslow's T h eo ry of Human Motivation into problem s of te a c h e r motivation. Williams s tr e s s e d th a t fulfillment of human n e e d s is essential to te a c h e r satisfactio n. Maslow's th eo ry was te ste d in a s tu d y of senior te a c h e rs ' psychological n eed s. T e a c h e rs viewed self-actualization as th e most im portant factor; self-esteem and s e c u rity were less im portant. It is in te re stin g 49 to note th a t th e te a c h e r s voiced th e need "to help o th ers" in achieving maximum fulfillment (Newman, 1974). Satisfaction of human n eed s a re seldom achieved w ithout overcoming s t r e s s e s of some kind (Cardinell, 1981). While te a c h e r s face s tr e s s e s common to any p ro fessio n , th ey c a r r y s tr e s s e s unique to th e special role of th e school in modern society. In schools with conditions such as minimum level salaries and o th e r working conditions u n s a tis fa c to ry to te a c h e rs' basic n e e d s, it is possible for te a c h e rs to be satisfied if th ey ex p erien ce satisfaction of h ig h e r level n eeds in Maslow's h ie ra rc h y (p . 105). Cardinell (1981) hyp oth esized t h a t th e most h azard o u s time in th e life of a professional o c c u rs when the commitment to th e idea of th e profession dim inishes a sense of satisfaction from life and work. U nderlying work commitment is a p e rs o n 's basic motivation toward work (K uhlen, 1968). In re sp o n s e to problems of jo b -related s t r e s s , th e Northwest S ta ff Development C e n te r (NSDC), a federally fu nd ed te a c h e r c e n te r, has developed a program to a d d r e s s th e issue of te a c h e r s tr e s s (S p a rk s , 1979). T he NSDC offered a se rie s of w orkshops on the theme of Prevention an d Management of Educational S t r e s s . T he goals of th e w ork sh op s were: 1. To red u ce th e isolation t h a t many te a c h e rs ex p erien ce. 2. To identify th e so u rces of jo b -related s tr e s s . 3. To identify professional s tr e n g t h s and successful work e x p e rie n c e s th a t p a rtic ip a n ts can draw on to increase th e ir satisfaction with teach ing . 4. To form a plan to p r e v e n t or alleviate d is tr e s s . 50 The P rev en tio n and Management of Educational S tr e s s w o rkshops have been p re se n te d to th o u sa n d s of te a c h e rs and a d m in istrato rs in several s ta te s . T h e se w orkshops can no t s e rv e as a panacea for all educational problem s. However, th ey have p roven invaluable in a d d re s s in g th e serio u s problems of teach er s t r e s s (p. 39). Schools a re s tre s s fu l p laces. They a r e growing more so almost daily, and little is c u r re n tly done to p r e p a re te a c h e rs to cope with th a t s t r e s s . Somewhere, it is vital th a t b eg in ­ ning and ex p erien ced te a c h e rs be given skills in coping with s tr e s s (p. 30). S tr e s s and th e Music Educator S tr e s s related problems among music ed u c a to rs have recently g e n e ra te d much concern (Davis, 1978). R esearch in music teaching does not indicate s tu d ie s which e x p re ss ly a d d re s s e d the effects of jo b -related s tr e s s and th e music e d u c a to r. Not only a re music te a c h e rs affected by so u rces of s tr e s s common to the teaching p ro ­ fession, b u t a re also s tr e s s e d with sou rces unique to th e ir special role in th e schools and the community. T he music ed u cato r must a d h e re to general classroom d u tie s req u ire d of aii te a c h e rs aiong with being resp on sible for teach in g large g ro u p s of s tu d e n ts simultaneously ( i . e . , b an d, o r c h e s tr a , c h o ir). V anderA rk's (1982) interview s of 24 randomly selected music te a c h e rs indicated th a t little or no s u p p o rt from school system , lack of adm inistrative s ta ff s u p p o rt, lack of b u d g e t, and pay incentive were major sou rces of s t r e s s . T he more ex perienced te a c h e rs e x p re s s e d th a t fund raising p ro jects for e x tra money for th eir music program s produced much s tr e s s (p . 41). 51 The music ed u cato r is sub jected co n sta n tly to perform ance p r e s s u r e s which often r e q u ire e x tra h o u rs of re h e a rs a ls before a n d / o r a fte r school and assum es myriad e x tra responsibilities related to th e public relations a s p e c t of th e job. Marching b a n d , o r c h e s tr a , and choral d ir e c to r s often develop o u tsta n d in g re p u ta tio n s based on th e ir o rganizations' accomplishments. T he more e n th u sia stic and successful the d i r e c to r , th e more s tu d e n t s th e music program will a t t r a c t (Davis, 1979). Among the music e d u c a to rs' c o n c e rn s w ere tra n s p o rta tio n a rra n g e m e n ts , m aintaining a su p p o rtiv e a ttitu d e with the booster organization and the f u n d -r a is in g p ro je cts to organize and ex ecu te. The tra n s ie n t music ed u cato r is also faced with jo b -related s tr e s s . The work sch ed u le, a r r a n g e d by th e adm inistration, has been design ed with little or no te a c h e r in p u t. For many of th e tra n s ie n t music ed u c a to rs th e r e is no home base school, th u s resu ltin g in feelings of isolation and alienation. In addition, they have no teach er s u p p o rt gro up with which to identify or s h a re common teaching c o n cern s. T r a n s ie n t music te a c h e rs may serv ice up to th re e or more schools. T h e re fo re , they a re often resp on sib le for tra n s p o r tin g m aterials and in stru m en ts from school to school. T he work day of th e tra n s ie n t music te a c h e r can be long, ted iou s, and s tr e s s f u l. Summary The lite ra tu re is generally s u p p o rtiv e of th e notion th a t relation ship s do ex ist between s t r e s s , teachin g, and job satisfaction. A lthough th is s tu d y is not concerned with s tr e s s and its relationship to illness, it is n e c e s sa ry to mention th a t s tr e s s and illness stu d ies 52 ap p e a r with more r e g u la tiry in th e lite ra tu re than any o th e r s . The lite ra tu re review has been limited to include only th a t re se a rc h which is su p p o rtiv e to th e in te re s t of this s tu d y . S tudies in vestigatin g s tr e s s and its relationship to teaching is increasing in the s t r e s s related lite ra tu r e . Many of th e s tu d ie s have en co u n tered difficulty in th e ir methodology, re se a rc h tech n iq u e, and fin d in g s, o r complete u n d e rsta n d in g of th e r e s u lts . Much of the difficulty has arisen from a lack of co n g ru en cy in th e definitions of th e w ords s tr e s s and job satisfaction. However, th e re se a rc h has also proven to be a sound foundation on which to focus o th e r re se a rc h in th e field. CHAPTER III PROCEDURES FOR THE STUDY Introduction T he prim ary p u rp o s e of th is s tu d y was to in v estig ate the relation ship s between s t r e s s , job satisfaction , and teaching assignm ents among music e d u c a to rs in the s ta te of Michigan. T his c h a p te r will contain a discussion of th e c h a ra c te ris tic s of the population, i n s tr u ­ ment selection, p ro c e d u re s for implementation of the s tu d y , and th e data an aly sis te c h n iq u e s . D escription of Population T he general population of in te re s t for th is s tu d y included music e d u c a to rs who w ere employed as school music te a c h e rs in the sta te of Michigan d u rin g th e 1982-83 academic y e a r . To r e p r e s e n t th e g eneral population of Michigan music e d u c a to rs , members of the v arious sta te associations of music education w ere th e ta r g e t population. o rg an izatio n s included: T hese T he Michigan School Band and O rc h e stra Association (MSBOA); Michigan Music E d u c ato rs Association (MMEA); and th e Michigan School Vocal Association (MSVA). A total population of 500 was determ ined to be a su fficien t num ber of su b jec ts for the p u r ­ poses of the s tu d y . These music ed u c a to rs selected r e p re s e n te d all g ra d e levels in the a r e a s of s e c o n d a ry , middle sc h o o l/Ju n io r high, vocal, b and , o r c h e s tr a , elem entary g e n e ra l, a combination of music levels, and a 53 54 combination of music and d iffe re n t su b jec t a re a . The total pool of member­ ship in the th r e e o rganization s includd 871 band d ir e c to r s , 217 o rc h e s tra d ire c to rs , 277 elem entary general music e d u c a to r s , and 475 seco nd ary vocal d ire c to rs . One h u n d re d tw e n ty -fiv e members w ere randomly selected from each of the four teaching a r e a s listed ab o ve. Every fifth member was selected from the b an d d ire c to rs ' membership list; ev e ry th ird member was selected from th e list of o r c h e s tr a d ire c to rs ; ev e ry th ird member from the elem entary membership list was selected; and from th e list of choral d ire c to rs , e v e ry fo u rth member was selected . The sta te membership list of each organization was u sed because the m em berships were c u r r e n t and the sample prov id ed a regional r e p r e ­ sen tatio n of music ed u c a to rs th ro u g h o u t th e s ta te of Michigan. Instrum entation Two in stru m e n ts were used in th is s tu d y to obtain the n e c e s sa ry d a ta . To m easure music e d u c a to rs' job satisfa ctio n , th e Job Description Index (JDI) (Smith e t a l . , 1955) was u s e d . In M easures of Occupational A ttitu d e s and Occupational C h a ra c te ristic s (Robinson e t a l . , 1967), th e JDI is listed as "th e in stru m en t which a p p e a r s to have th e b e s t c red en tials" of the 13 job satisfaction scales examined. "L e n g th y , e x te n siv e and competent re s e a rc h w ent into th e co n stru ctio n of th is in stru m e n t, which had been adm inistered to w o rk ers a t all organization levels on a nationwide basis" (p . 101). T he instrum en t has been widely tested with g ro u p s which ra n g e in d iv e rs ity from ja n ito rs , s e c r e ta r ie s , and farm ers to bank e x e c u tiv e s . C o rrected sp lit-h a lf internal co n sisten cy coefficients were re p o rte d to exceed .80 55 for each of th e scales. over time. Hulin (1966) re p o rte d evidence of stability In analyzing data for female clerical employees o ver a 12-month p erio d , Hulin also re p o rte d a correlation of - .2 7 between satisfaction and job t u r n o v e r . T he JDI c o n sists of 72 items, 18 in each of th e categ o ries of w ork, s u p erv isio n , and people su b scales, and nine each in pay and promotions. Each su bscale co n sists of a list of ad jectives or d e s c rip tiv e p h r a s e s to which the re sp o n d e n t was asked to reply (see A ppendix C ) : "Y" for y es - if the item d escrib ed p r e s e n t job (score 3 points) "N" for no - if the item did not d e sc rib e p r e s e n t job (sco re 0 points) "?" for un decided - if r e s p o n d e n t was undecided (score 1 point) A s t r e s s related q u estio n n aire (SRQ) in the form of a Likert scale was developed fo r m easuring s tr e s s of music e d u c a to rs (Appendix G). T he q u estio n n aire was an ad aptation of an in stru m ent developed by P a rk e r (1979) fcr school co un selors in th e sta te of Michigan. The development of the SRQ, which paralleled P a r k e r's p ro c e d u re , re q u ire d th e following: Step 1. S o urces of s t r e s s for music ed u cato rs were identified. S tep 2. G rouping of th e s tr e s s items within the in stru m en t were made. S tep 3. Final d esign of the in stru m en t was made. Step 4. Validation of each item in the instrum en t was made. Step 5. Final c h an g es of d iscrep an cies noted in the in stru m e n ts w ere made. 56 S tep 1: Sources of s t r e s s for music ed u c a to rs were id en tified. A list of so u rces of s t r e s s was developed from a b rie f qu estio n n aire given to 150 music ed u c a to rs a t the 1982 Midwestern Music Conference, Ann A rb o r, Michigan, an d the 1982 Music Educators National Con­ fe ren ce , San Antonio, T e x a s. An original list of 120 s tr e s s items was d eriv ed from the music ed u cato rs' re sp o n s e s. Step 2: was m ade. G rouping of th e s tr e s s items within th e instru m ent The 120 items were placed into categ ories to eliminate replication of items. The 120-item list was red uced to 54 by a co nten t an aly sis p ro c e d u re . Each item was placed in one of the five categ ories (1) work environ m ent, (2) teaching a s s ig n m e n t( s ) , (3) adm inistrative and community s u p p o rt, (4) interp erso nal relation­ ships with s tu d e n ts and sta ff, and (5) co n c e rt perform ances. The 54 items were adm inistered and c ritiq u e d by 28 exp erien ced music ed u c a to rs who were a tte n d in g 1982 summer session g r a d u a te seminars at Michigan S tate U n iv ersity . Step 3: Final design of the in stru m en t was m ade. The 54 s tr e s s items identified by the music ed u c a to rs were combined with 12 q u estio n s to ascertain demographic information to make up the S tre s s Related Q uestionnaire (SRQ). Step 4. C ontent validation of each item in the instrum en t was m ade. Three g r a d u a te s tu d e n ts p u rsu in g P h .D . d e g re e s at Michigan State U niversity while on sabbatical leave from th e ir music teaching posi­ tio ns, and th re e Music Education faculty members from Michigan State U niversity s erv ed on a panel of e x p e r ts to co n ten t validate the SRQ. 57 Step 5: ment were m ade. Final ch an g es of d iscrep an cies noted in th e i n s t r u ­ According to th e ease with which th e SRQ was taken and the d iscrep an cies which were h ig h lig h ted , c o rrectio n s to the in stru m en t were made. T he q u e stio n n a ire , in its tw o -p a rt form, was read y for d istrib u tio n (see A ppendix C ) . Twelve dem ographic variab les made up th e Personal Informa­ tion Q uestionnaire (PIQ ), a portion of the s u rv e y in stru m en t. T h e se twelve v ariab les were defined in the following m anner: 1. G e n d e r : Male (1) and Female (2) were coded s e p a ra te ly . 2. A g e: R espo nd en ts' age was categoriezed as follows: 18-24, 25-34, 35-44, 45-54, and o ver 55. 3. Ethnic B a c k g ro u n d : R esp on den ts classified them selves as American Indian, Asian, Black, Chicano, Hispanic, White, o r o th e r . 4. Level of E d u c atio n : T he h ig h e st d e g re e p o ssessed by th e re sp o n d e n ts were coded— B achelor's d e g r e e , M aster's d e g re e . Specialist d e g re e , Doctorate, or o th e r . 5. Income Level: classified as follows: T he annual sala ry of the re sp o n d e n t was Below $10,000; $10,000-14,999; $15,000-19,999; $20,000-24,999; and ov er $25,000. 6. Size of School S y stem : C ategories of th e total K-12 school system were based on the 1980-81 A nalysis of Michigan Public School R evenue and E x p e n d itu re s , Bulletin 1011 (p . 5). 7. Employment S t a t u s : R espo nd ents who ta u g h t 80 p e rc e n t o r more were co n sid e red full-time; those teaching less th an 80 p e rc e n t were co nsidered p a rt-tim e . 58 8. School G rade L evels: R esp on dents were ask ed to re p o rt what specific g ra d e levels th e ir assignm ent encom passed. 9. P ercen tag e of Time T a u g h t : S u b jects re p o rte d th e p e r ­ cen tag e of time t a u g h t a t each level (high school, junior high/m iddle school, or elem entary) to the n e a re s t 10 p e r c e n t increm ent ( i . e . , 1-10%, 11-20%, 10. e tc .). In the s ta te of Michigan many school d is tr ic ts h ire music te a c h e rs to teach more th an one kind of music o rg an izatio n . Among the teaching assign m ents, one of the ty p e s of classes is co nsidered th e principal teaching assign m ent. S ub jects w ere ask ed which class was co n sid ered th e ir principal teaching assign m ent. coded: R esponses were Band, O r c h e s tr a , Choral, Elementary/Middle School General Music, o th e r music classes ( th e o ry , piano, g u ita r , ja zz), or non-music classes. 11. Many music teaching assign m ents re q u ire a num ber of class p re p a ra tio n s . In o r d e r to find o u t how much time te a c h e rs sp en t teaching in each a re a , s u b jec ts were asked w hat p e rc e n ta g e of time th e y ta u g h t b an d , o r c h e s t r a / s t r i n g s , cho ral, general music, o th er music c la sse s, or non-music classes. 12. In o rd e r to d istin g u ish the more ex p erien ced music teach er from the less ex p erien ced music te a c h e r, re sp o n d e n ts were ask ed how long they had been in the teaching p ro fessio n . R esponses were coded for less th a n 1 y e a r , 1-5 y e a r s , 6-10 y e a r s , 11-15 y e a r s , 16-19 y e a r s , and more th an 20 y e a r s . 13. In o rd e r to make a comparison between music te a c h e rs' major teaching assignm ent with major perform ance area d u rin g 59 u n d e r g ra d u a te s tu d ie s , su b jec ts were a sk e d to list th e ir major u n d e r ­ g r a d u a te perform ance major as woodwinds, s tr i n g s , piano, b r a s s , voice, o r p e rc u ssio n . The complete PIQ is shown in A ppendix C as th e f ir s t p a r t of th e q u estio n n aire. Adm inistration P ro ced u res A le tte r (Appendix A) re q u e s tin g permission to con tact music ed u c a to rs from th e ir org an izatio ns was s e n t to th e p re s id e n ts of each professional organization : Jack P ierso n, Michigan School Band and O rc h e stra Association (MSBOA); Douglas E. Rheam, Michigan Music Education Association (MMEA); and Roger Dehn, Michigan School Vocal Association (MSVA). (A ppendix B ). Mailing o rg an izatio n 's s e c r e t a r y . Each p r e s id e n t g r a n te d his permission lists were made available by each T h e SRQ and JDI (A ppendix C) was mailed to each of the 500 p e rso n s whose names were selected by th e sampling p ro c e d u re . The q u estio n n aires were accompanied by a cover letter (Appendix C) p ro v id in g su b jec ts with the p u rp o se and s tu d y and directio ns for need for the completing the q u e s tio n n a ire . The le tte r was e n d o rsed by Dr. R o bert E rb es, C h airp erso n of Music Education a re a , Michigan S tate U n iv e rsity , and the r e s e a r c h e r . Data A nalysis Hypotheses The following h y p o th ese s were examined d u rin g th is s tu d y : 60 H ypothesis 1 Michigan music ed u cato rs who exp erien ce g r e a te r amounts of s t r e s s will be more d issatisfied with th e ir jobs th a n th ose music e d u c a to rs who ex p erien ce less s t r e s s . H ypothesis 2 T he amount of s t r e s s ex p erien ced among Michigan music e d u c a to rs will d iffer statistically with g rad e level. H ypothesis 3 The amount of s tr e s s ex p erien ced among Michigan music e d u c a to rs will d iffer statistically with teaching assig n m en t within a music cu rriculum . H ypothesis 4 T h e re will be statistical d iffe re n c e s in am ounts of s tr e s s exp erien ced among Michigan music ed u c a to rs based on th e following dem ographics: (a) g e n d e r; (b) age gro up l (c) eth nic b a c k g ro u n d ; (d) level of education; (e) income level; (f) size of school system ; and (g) y e a r s of teaching ex p e rie n c e . H ypothesis 5 T h e re will be statistical d iffe re n c e s in d e g re e s of job satisfaction among Michigan music e d u c a to rs based on th e following dem ographics: (a) g e n d e r; (b) age g ro u p ; (c) ethnic b a c k g ro u n d ; (d) level of education; (e) income level; (f) size of school system ; and (q) y e a r s of teaching ex p erien ce. In conjunction with th e five h y p o th e se s, this s tu d y in v esti­ gated the following related q u estio n s: 1. 2. 3. 4. What area of the music e d u c a to r 's as revealed in the JDI? What area of th e music e d u c a to r 's as revealed in the JDI? What area of the music e d u c a to r 's as revealed in the (SRQ)? What area of the music e d u c a to r 's as revealed in the (SRQ)? job is most satisfy ing job is least satisfyin g job is most s tre s s fu l job is least s tre s s fu l 61 Data A nalysis P ro ced u re To examine the five h y p o th ese s in th is inv estigatio n, a series of correlation an aly ses were used to compute r e s u lts . A score fo r th e m easure of job satisfaction was obtained by totaling sco res on th e five s u b scales of th e JDI (w ork, p ay , promotion, s u p e rv is io n , and people). Pearson P ro d u ct Moment C orrelation was computed for th e relationships tested in H ypothesis 1. A One-Way A nalysis of Variance (ANOVA) was used to compute re latio n sh ip s for H ypotheses 2, 3, 4, and 5. In addition to th e correlation s ta tis tic s and an ANOVA which were used to examine th e major h y p o th e se s, an ANOVA was also used in p ro vidin g re sp o n s e s to th e four related q u estio n s in conjunction. The ANOVA again was u sed to compute relatio nsh ips between demo­ g ra p h ic d a ta : se x , ag e, ethnic b a c k g ro u n d , level of ed ucation, income level, size of school system , and y e a r s of e x p e rie n c e , and s tr e s s and job satisfaction inv estigatio n. ANOVA summary tab les were used to d isplay d ata from th e a n a ly se s. T e s ts of significance were analyzed and r e p o rte d using the .05 level of probability w here the ANOVA p ro du ced an F -sta tistic to calculate significance. T he S tatistical Package for the Social Sciences (SPSS) was u sed in th is s tu d y . T he d ata was analyzed on a CDC 6500 com puter a t Michigan S tate U n iv ersity . CHAPTER IV RESULTS OF THE STUDY Two h u n d re d six ty -tw o full time music e d u c a to rs, or 52.3 p e rc e n t of the sample population, resp on ded to th e q u e stio n n aire and JDI. A sufficient num ber of re sp o n d e n ts were re p re s e n te d a t all g ra d e levels and teach in g a r e a s . and 130 were female. Of the 262 s u b je c ts, 132 were male For th e p u rp o se s of th is s tu d y , it was d e t e r ­ mined th a t the r e t u r n was sufficiently large enough to r e p r e s e n t a "normal" statistical population and maintain large enough size for all planned statistical p ro c e d u re s . The following p a r a g ra p h contains information for the scoring p ro c e d u re s used for each evaluation. A mean score for th e (SRQ) was determ ined by employing c o n d escrip tiv e s ta tis tic s. For each of the 53 t e s t items, re sp o n d e n ts were in s tr u c te d to resp on d from 1-6 ( i . e . , 1 = s tro n g ly d is a g re e , 6 = does not a p p ly ) . When the items were tab u lated only th ose items with re sp o n se s 1-5 ( i . e . , 1 = stro n g ly d isag ree, 5 = stro n g ly agree) were calculated , th e re b y eliminating the resp on se 6. For each case the sum of ail values (1-5) was divided by the number of v ariab les, th u s creatin g the mean score for each individual case. The sample mean for the variable s t r e s s was then calculated by dividing the total re sp o n se s to each te s t item by the total num ber of s u b jec ts who resp o n d ed . 62 63 Because of an insufficien t re sp o n s e , the demographic variable (c) eth n ic b ack g ro u n d , found in h y p o th ese s 4 and 5, was omitted from th e s tu d y r e s u lts . R esults The r e s u lts of th is s tu d y will be d iscu ssed in light of each h y p o th esis t e s te d . H ypothesis 1 was te s te d by u sin g th e Pearson p ro d u c t moment correlation ( r ) . H ypothesis 1 Michigan music e d u c a to rs who ex perience g r e a te r am ounts of s t r e s s will be more d issatisfied with th e ir jobs th a n those music e d u c a to rs who ex perien ce less s t r e s s . The mean sco res of the (SRQ) w ere draw n from each music ed u cato r and compared to th e ir individual mean sco res of the five sub scales of the JDI. The mean of the total (SRQ) score was com­ pared to the mean of th e total JDI score as well. Each subscale of the JDI has a possible point ra n g e of 54 and a total score of 270. The correlation between s tr e s s and certain a sp e c ts of job satisfaction (JDI su bscales) a re p re s e n te d in Table 4. According to the r e s u lts , music e d u c a to rs at all g ra d e levels and teaching a s s ig n ­ ments a re e x p erien cin g job related s tr e s s which is an indication of job d issatisfactio n . It is in te re stin g to note th a t th is finding co n cu rs with o th e r s tr e s s job satisfaction s tu d ie s , su ch as H erzber (1959), Sarason (1977), and Wofford, e t al. (1971). The r e s u lts of th e Pearson p ro d u c t moment co rrelation indicate th a t the level of s tr e s s of Michigan music e d u c a to rs c o rre la te s significantly with th e five s u b ­ scales of the JDI beyond the .05 level of confidence. 64 TABLE 4 .—Correlation of S tr e s s and Job Satisfaction. S o urces of Variables Mean Work of p r e s e n t job 32.6908 Pay on p r e s e n t job S ta n d a rd Deviation r P 8.3875 -.3840* .001 25.2901 13.6845 -.2418* .001 O p p o rtu n ity for promotion 12.6260 10.5601 -.1932* .001 Supervision on p r e s e n t job 36.6412 12.4639 -.2824* .001 People on p r e s e n t job 36.3702 12.2420 -.2502* .001 143.6183 34.3066 -.4417* .001 Total Scores of JDI and Total S tr e s s Scores *p < .05. H ypothesis 2 T he amount of s tr e s s ex p erien ced among Michigan music e d u c a to rs will d iffer statistically with g ra d e level assig n m en ts within a music curricu lu m . Based on th e data p r e s e n te d . H ypothesis 2 is rejected . In Table 5, the one-way an alysis of varian ce r e s u lts , rev eals no s ta tis ti­ cally significant d ifferen ces between s t r e s s and g ra d e level. An F -prob ab ility of .5336 was not found to be significant a t th e .05 level. It is th e r e s e a r c h e r 's belief th a t a large num ber of music ed u c a to rs teach a t more th an one g ra d e level and th e re sp o n s e s r e tu rn e d w ere not s tratified sufficiently which affected the possibility of a statistically sufficient resp o n se to H ypothesis 2. An inspection 65 TABLE 5 .—ANOVA: S t r e s s by G rade Level—A nalysis of V ariance. Source Sum of S q u a re s Between G roups df Mean S qu are F Ratio F .732 .5336 .7228 3 .2409 Within G roups 84.8825 258 .3290 TOTAL 85.6053 261 p < .05 of the d e sc rip tiv e data (Table 6) indicates t h a t music e d u c a to rs are exp eriencin g s t r e s s at all g ra d e levels. However, the an aly sis of data indicates some overlapp ing of mean scores for each g r a d e level. T he g ra p h in F igure 3 visually indicates the confidence interval for the mean score of each g ra d e level. TABLE 6 .—S tre s s by G rade Level. Count Mean Standard Deviation Senior High 52 3.0216 .5310 .0736 2.0755 4.5319 Ju n io r High 68 3.1759 .4946 .0600 2.0000 4.5000 Elementary School 81 3.0934 .6397 .0711 1.5161 4.3019 Combination 61 3.1163 .5969 .0763 1.3208 4.4865 Group Standard Error Minimum Maximum 66 S eco n d ary Ju n io r High/ Middle School Elem entary Combined j t 2.8 2 .9 S econdary: 2.8727 - 2.1694 Ju n io r H igh/ Middle School: 3.0562 - 3.2956 Elem entary: 2.9519 - 3.2348 Combined: 2.9635 - 3.2692 3.0- 3.1 3.2 F ig ure 3 .— Confidence Level — S tr e s s by G rade Level. 3.3 67 H ypothesis 3 The amount of s t r e s s e x p e rie n c e d among Michigan music e d u c a to r s will d iffer statistically with teachin g a s sig n m e n ts within th e music c u rric u lu m . Based on th e d a ta p r e s e n te d . H ypothesis 3 is re je c te d . In Table 7, th e one-w ay an aly sis of v a ria n c e , rev eals no statistically sig n ifican t d iff e r e n t levels of s t r e s s e x p r e s s e d by b a n d , o r c h e s t r a , ch o ral, or g en eral music t e a c h e r s . An F -p ro b a b ility o f .6390 was not found to be sig n ifican t a t th e .05 level of confidence. TABLE 7 .—ANOVA of T eachin g A ssig nm en ts. Sum of S quares df Mean S q u a re F Ratio . 5540 3 .1847 .564 Within C ro u p s 83.1174 254 .3272 TOTAL 83.6714 257 Source Between C ro up s F .6390 p < .05 A lthough r e s u l t s of H ypothesis 3 a re not sig n ifican t, th e mean sco res of each teaching assig n m en t a r e close in re sp o n s e . The r e s e a r c h e r feels t h a t a num ber of music e d u c a to rs a r e teachin g more th an one area which h a s effected clear re sp o n s e p a t t e r n s . T he d e s c rip tiv e data in Table 8 indicates t h a t the effects of jo b -re la te d s t r e s s is e x p e rie n c e d in all a r e a s of music te a c h in g . 68 TABLE 8 .— D escriptive Data: S tre s s by A ssignm ent. Group C ount Mean Standard Deviation Standard Error Band 100 3.0444 .4881 .0488 1.3208 4.2857 O rch estra 48 3.1241 .5429 .0784 1.8113 4.0000 Choral 49 3.1633 .6188 .0884 1.7925 4.5319 General 61 3.1184 .6746 .0864 1.5161 4.5000 Minimum Maximum In F igure 4 a g ra p h ic illustration of confidence in te rv a ls for b an d , o r c h e s tr a , choral an d general music classes is shown. The confidence level s u p p o rts th e fin ding s th a t th e effects of s tr e s s a re ex p erien ced by music e d u c a to rs r e g a rd le s s of teaching assig nm en t. H ypothesis 4 T h e re will b e statistical d ifferen ces in am ounts of s tr e s s ex p erien ced among Michigan music e d u cato rs on the following dem ographics: (a) g e n d e r; (b) age level; (c) ethn ic b a c k g ro u n d ; (d) level of educatio n; (e) income level; (f) size of school system ; and (g) y e a r s of teaching ex perien ce The evaluation of s t r e s s an d g e n d e r and s tr e s s and y e a r s of teaching ex p erien ce w ere each statistically sign ifican t. the F -p ro b ab ilities of bo th dem ographics. can be found in A ppendix D. Table 9 contains Complete ANOVA tab les T he re a d e r is reminded th a t d u e to an insufficient re sp o n s e , th e demographic variable (c) ethn ic b ack g ro u n d , has been omitted. Band O rc h e s tra Choral General > i 2.8 2.9 Band: 2.9475 - 3.1412 O rc h e s tra : 2.9665 - 3.2818 C h o ra l: 2.9855 - 3.3410 G e n e ra l; 2.9456 - 3.2912 F ig u re 4 . —Confidence Interval — S t r e s s by Teaching A ssignm ent. 70 TABLE 9 .—F -P ro bability for One Way ANOVA for (a) S tr e s s and G en der a n d (b) S tr e s s by Y ears of T each ing E xp erience. Sum of S q u a re s S ource df Mean S q u a re s F Ratio F 11.733 .0007 (a) S tr e s s and G ender 3.6964 1 3.6964 Within G roups 81.9089 260 .3150 TOTAL 85.6053 261 Between Groups (b) S t r e s s by Y ears of Teaching Experience Between G roups 3.6446 5 .7289 Within G roups 81.9607 256 .3202 TOTAL 85.6053 261 .0475 2.277 Mean sco res from th e (SRQ) were compared a c ro ss g e n d e r . From th e 262 s u b je c ts , 132 were maie and 130 were female. The mean score among males was 2.9880 and th e mean score among females was 3.2256. T his finding is in agreem ent with th e v a s t majority of s tr e s s related lite ra tu r e . T h e an aly sis o f v arian ce by s t r e s s and y e a r s of teaching ex p erien ce is sig n ifican t a t th e .05 level as shown in Table 9. How­ e v e r , f u r t h e r investigation is indicated by th e limited re sp o n s e s to the categ o ry "less th a n one y e a r ." Table 10 indicates only th re e re sp o n d e n ts in the c a te g o ry and a low mean score of 2.4. T he exterm ely low mean sco res may have c o n trib u te d to a statistically 71 TABLE 10.—Analysis of S t r e s s and Years of Teaching Experience. Count Mean Standard Deviation Standard Error Minimun Maximm 3 2.4784 .2085 .1204 2.3333 2.7174 1-5 y e a rs 29 3.1873 .3880 .0721 2.4231 3.8810 6-10 y e a r s 72 3.2467 .5636 .0664 1.9615 4.5000 11-15 y e a r s 65 3.0462 .5211 .0646 1.8113 4.2857 16-19 y e a r s 28 2.9780 .6200 .1172 1.5161 4.0000 More th a n 20 y e a r s 65 3.0573 .6536 .0811 1.3208 4.5319 Group Less th a n 1 y e a r sig n ifican t d ifferen ce in resp o n se to H ypothesis 4. By examining the mean sco res an d ignoring the less th an o n e -y e a r c a te g o ry , a b rie f p lateau effect shows a decline in th e amount of s tr e s s a f te r 6-10 y e a r s of teach in g ex p e rie n c e . The decline may have been caused by professional m a tu rity , job s e c u rity o r music e d u c a to rs who a re r e s is ta n t to c h a n g e . H ypothesis 5 T h e re will be statistical d ifferen ces in d e g re e s of job satisfaction among Michigan music ed u c a to rs on th e following dem ographics: (a) g e n d e r; (b) age level; (c) ethn ic b a c k g ro u n d ; (d) level of education; (e) income level; (f) size of school system ; and (g) y e a r s of teach in g ex p erien ce. Combined mean s co res of the JDI were compared a c ro ss g e n d e r , age level, level of edu catio n, income level, size of school system , and y e a r s of teachin g ex p e rie n c e . The correlation between dem ographic 72 v ariables an d mean sc o re s of th e JDI su b scales a r e p r e s e n te d in Table 11. Each sub scale of the JDI has a possible point ra n g e of 54 and a total possible score of 270. Complete ANOVA tab les for th e an alysis can be found in A ppendix E. TABLE 11.—Mean S cores for Five Scales of th e Job D escription Index. Scale Mean Work 32.691 8.388 Pay 25.290 13.684 Promotion 12.626 10.560 Supervision 36.641 12.464 People 36.370 12.242 Hypothesis 5 is rejected . S ta n d a rd Deviation Mean scores of the JDI indicate th a t th e r e is no sign ificant d ifferen ce betw een dem ographic v ariab les and job satisfa ctio n . of 54. The ra n g e of possible JDI sco res p r e s e n ts a maximum The m agnitude of d iscrep an cies should be noted. In conjunction with th e five re s e a rc h h y p o th e se s, th is s tu d y also in v estig ated th e following related q u e s tio n s . 1. 2. 3. 4. What area of the music e d u c a to r 's job satisfy in g a s revealed in the JDI? What area of the music e d u c a to r's job satisfy in g as revealed in th e JDI? What area of the music e d u c a to r's job stre s s fu l a s revealed in th e (SRQ)? What are a of the music e d u c a to r's job stre s s fu l as revealed in the (SRQ)? is most is least is most is least 73 In resp on se to Question 1, data from th e JDI indicates th a t of th e five m easures of job satisfactio n , music e d u c a to rs a re more satisfied with su p erv isio n on p r e s e n t job (36.641). For Question 2, music ed u cato rs indicate t h a t th e y a r e least satisfied with o p p o rtu n ity for promotion (12.626). Mean s co res w ere computed for the 53 so u rces of s tr e s s as listed on th e S tre s s -R e la te d Q uestionnaire (SRQ). In resp o n se to Question 3, the mean sco re indicates t h a t music e d u c a to rs view "placing high ex p ectatio n s on self" as the h ig h e st s tr e s s o r . score of 4.326 out of five is r e p o r te d . A mean For question 4, music e d u c a ­ to rs resp o n d ed th a t th e item cau sing th e least amount of s tr e s s is "T h re a te n with personal in ju ry ." A mean score of 1.794 is r e p o rte d . Table 12 co ntains eleven s tr e s s o r s music e d u c a to rs find most s tr e s s f u l. A list of ten s tr e s s o r s identified as being least s tre s s fu l for music e d u c a to rs is shown in Table 13. An additional 55 s tr e s s o r s added by music e d u c a to rs can be found in A ppendix F. Severai specific comments were related by music ed u cato rs ex p erien cin g jo b -re la te d s tr e s s in a num ber of situ atio n s. Several stated the following situ atio ns as most s tr e s s f u l: . . . A s a mus i c te a c h e r I o fte n feel th a t m y _ r e s p o n s ib ilitie s a re th o se equ al to a P u blic R elation s R e p r e s e n ta tiv e . I've n e v e r r e fu s e d a n y p erfo rm in g r e q u e s t from a n y com m unity o rg a n iza tio n s, I've even com m itted s e v e r a l o f m y m usic g ro u p s w ith o n ly a few d a y s n o tice. B u t it a p p e a rs th a t each time a ta x c u t is m ade, fine a r ts , m u sic, o r c h e s tr a , and choral pro g ra m s a re th e f i r s t on th e lis t to b e elim inated . . . . . . . G ivin g G ra d e s!!! I w ish we d id n 't h a v e to g iv e grades. If a s tu d e n t is d is s a tis fie d w ith th e ir c la ss g ra d e th e s tu d e n t u su a lly th r e a te n s to d ro p th e c la ss or even goes so fa r as to d ro p th e c la ss . 74 TABLE 12.—S o u rces Music E d u c ato rs Find Most S tre s s fu l. S tr e s s o r Mean 1. Placing high e x p e c ta tio n s on self 2. Not able to sch ed u le talen ted s tu d e n ts in a d e q u a te n u m b ers 3.839 1.207 F und raisin g p ro je c ts to e a rn money for music p rog ram 3.789 1.193 Job s e c u rity in face of fu n d in g c u tb a c k s 3.780 1.272 Dealing with declining enrollm ents 3.721 1.207 Working a f t e r school and w eekends 3.648 1.300 P r e s s u r e to r e c r u i t s t u d e n t s for pro gram 3.634 1.255 8. Managing d is r u p tiv e s tu d e n t s 3.610 1.343 9. T rav eling to more th a n one school to teach 3.610 1.421 10. P a re n t a p a th y 3.567 1.299 11. Too much p a p e r w ork 3.257 1.211 3. 4. 5. 6. 7. 4.326 S ta n d a rd Deviation .906 75 TABLE 13.—S ources Music T e a c h e rs Find Least S tre s s fu l. Means S ta n d a rd Deviation 1. T h re a te n e d with personal in jury 1.794 1.018 2. Inability to teach specific organizations d u e to lack of tra in in g 2.189 1.213 R equired to perform on an in strum en t o r voice 2.226 1.090 Expected to perform for o u tof-town tr i p s 2.390 1.145 A ttending d is tr ic t music m eetings 2.415 1.146 6. T e n u re and promotion 2.159 1.183 7. Non-music teach in g re sp o n si­ bilities (stu d y hall, hall monitor, e t c . ) 2.472 1.411 8. Working with o th e r s ta ff members 2.498 1.082 9. Working with music bo o sters 2.535 1.115 P articipating a t a d m in istratio n 's r e q u e s t to g e t involved with o th er school activ ities 2.633 1.145 S tre s s o r 3. 4. 5. 10. 76 . . . The b u d g e t for music in my high schools is in th e low th ree fig u res, i t is to s u p p o r t the n eed s o f the b a n d , o rc h e stra , and choir—such as purchasing su p p lie s, sh e e t m usic, for instrum ental re p a irs, d is tr ic t music association m em bership fe e s, and co n te st e n tr y fees . . . . . . . S e v e r a l y e a r s ago o u r m usic pro g ra m was g iv en an a d e q u a te b u d g e t—n o t to d a y . M usic c la s s e s had s tu d e n ts who w ere in sch ool th e e n tir e d a y —n o t w ith s h o r te n e d p e r io d s , jo b -r e la te d c o n flic ts an d in tern a l s p o r ts p ro g ra m s d u rin g th e sch o o l d a y . E lem en tary s tu d e n ts g o t 50 m in u tes o f vocal m usic w e e k ly , g e n e ra l m usic w as r e q u ir e d in g r a d e s 7-8 and in stru m e n ta l m usic was s t a r te d a s e a r ly a s th e se c o n d s e m e s te r o f th e fo u rth g r a d e . . . . . . . I am an o r c h e s tr a d ir e c to r , tea ch in g p ia n o , high sch ool v o ca l, h igh sch o o l o r c h e s tr a , and ju n ior high s tr in g c la s s e s . . . . I g u e s s / am lu c k y — th e o r c h e s tr a te a c h e r a t th e o th e r h igh sch ool is tea ch in g one c la ss o f o r c h e s tr a a n d fo u r c la ss e s o f E nglish! . . . In th e p a s t fiv e w eek s o u r B o a rd o f E ducation has laid o f f s e v e n te a c h e rs in clu d in g th e b a n d d ir e c to r , D e sp ite his e x c e lle n t te a c h in g , a n d high q u a lity p e r ­ form ing g r o u p s th ro u g h o u t h is fiv e y e a r s o f s e r v ic e , he la c k e d enough s e n io r ity to reta in h is p o sitio n . T h e re fo re , I 'v e b een a s s ig n e d h is th r e e b a n d s as well a s m y tw o ch o irs . . . . . . . R eh ea rsin g fu ll o r c h e s tr a fo r 20 m in u tes and b e in g c o n s ta n tly in te r r u p te d b y S tu d e n t C ou n cil, ch an ge o f s c h e d u le , sch ool a ssem b lies . . . . . . . Som etim es s tr e s s can r e s u lt from s u c c e s s ; S tr e s s is n o t n e c e s s a r ily a n e g a tiv e . Summary T he d ata from the S tre s s -R e la te d Q uestionnaire and the Job Description Index were used in te s tin g th e five major h y p o th e se s and the four related q u e stio n s of th e s tu d y . A Pearson product-m om ent correlation cond ucted on H ypothesis 1 in dicates th a t th e r e is a negative relationship between th e level of s t r e s s and th e level of job satisfaction for Michigan music e d u c a to rs. 77 ANOVA te c h n iq u e s were u sed to examine H ypotheses 2, 3, 4, and 5, and the four q u e s tio n s related to th e s tu d y . The r e s u lts from th ese an aly ses can be summarized as follows: 1. T h e re is no sig nificant d iffe re n c e between s t r e s s an d teach ing a t v ario u s g r a d e levels; 2. T h e re is no sign ifican t d ifferen ce between s tr e s s and teach in g assig nm en t; 3. T h e re is a sig nificant d ifferen ce between s t r e s s and sex of te a c h e r, and s t r e s s an d y e a r s of teaching ex p erien ce; 4. T h e re is no sig n ifican t d ifferen ce between job satisfaction and the dem ographic v a riab les of g e n d e r , ag e level, level of ed u catio n , income level, size of school system , and y e a r s of teaching exp erien ce; 5. Mean sco res for the job satisfaction components of p ay , promotion, people, and work were lower th an su p erv isio n ; 6. The mean score for promotion was th e lowest of th e five a s p e c ts of job satisfactio n; 7. The mean sco re for placing high ex p ectatio n s on self was th e g r e a t e s t source of s t r e s s for Michigan music e d u c a to rs ; and 8. The mean score for th r e a t of personal in jury was th e lowest so u rce of s t r e s s for Michigan music e d u c a to rs. CHAPTER V SUMMARY AND RECOMMENDATIONS T he final c h a p te r of this s tu d y includes a review of th e problem u n d e r inv estig atio n , th e p ro c e d u re followed, a lite ra tu re summary, the major fin d in g s , a discussion with implications for th e field of music edu catio n, and recommendations for f u tu r e r e s e a r c h . The p u rp o s e of th is s tu d y was five-fold: (1) to examine the relationship between s t r e s s and job satisfaction; (2) to examine th e relationship between s t r e s s and g r a d e level assignm ent within a music curricu lum ; (3] to examine th e relationship between s tr e s s and teaching assign m ents within a music curriculum ; (4) to examine the relationship between s t r e s s and dem ographic variab les among Michigan music e d u c a to rs; and (5) to examine th e relationship between job satisfaction and dem ographic v a riab les among Michigan music e d u c a to rs . Many a u th o ritie s in th e field of psychology s ta te th a t s tr e s s is an integral p a r t of life. Without s tr e s s one would become b o red , remain emotionally immature, and little human en deavo r would re s u lt. S tr e s s re se a rc h has focused on s tre s s fu l stimuli or situ ation s to which ev ery o n e is exp osed in th e n atu ral c o u rse of life. T h ese stimuli o r situ atio n s, called "life e v e n ts ," include ex p erien ces su ch as m arriage, b irth of a child, divorce and d e a th of a loved one. 78 S tre s s 79 is a d riv in g fo rce which en ab les people to su ccessfu lly meet th e challenge of life e v e n ts . E very life e v e n t is s tr e s s f u l to some d e g r e e . However, it does n ot follow t h a t all life e v e n ts m ust be s tr e s s f u l to th e same degree. A major q u estio n th a t has g u id ed r e s e a r c h on s tr e s s f u l life e v e n ts is the p r o p e r tie s or conditions t h a t d is tin g u is h more s tr e s s f u l from less s tr e s s f u l life e v e n t s . A no th er issu e which h as prom pted re s e a rc h on s tr e s s f u l life e v e n ts follows d ire c tly from th e h y p o th esis t h a t s tr e s s f u l life e v e n ts play a role in th e etiology of v a rio u s somatic and psychological d is o r d e r s (D ohrenw end, 1974). ■•“T h e question^-*” d e riv e d from th is h y p o th e sis a r e co n cern ed with specific d is o r d e r s , health c h a n g e s , p a rtic u la r ty p e s of s tr e s s f u l life e v e n ts and s tr e s s f u l life e v e n ts in g e n e ra l. S t r e s s is a sig n ifican t facto r in to d a y 's w orld, especially in th e world of w ork. C hronic s t r e s s can m anifest itself in th e work situation th ro u g h u n d e s ira b le b eh av io rs of high ab sen teeism , job t u r n ­ o v e r s , health problem s, alcohol and d r u g a b u s e , a n d p erso n ality clash es. Music e d u c a to r s a re faced with s t r e s s - r e l a t e d problems not ex p erien ced by o th e r classroom te a c h e r s . T h ey can ill affo rd to allow th e p re se n c e of s t r e s s in th e i r own lives to a ffe c t th e s tu d e n ts th e y te a c h . C o n seq u en tly , th e y m ust ta k e accou n t of them selves and th e ir teaching perform ance if th e y a r e to be efficient and effectiv e. Job satisfaction (or dissatisfactio n ) of music e d u c a to rs n eeds to be given much a tte n tio n b ecause it is g en erally a g r e e d th a t the less satisfied one is with his job, th e more s tr e s s f u l th e job becomes. 80 Music te a c h e rs who a re provided with a p ro p e r w orking atm osphere and o p p o rtu n itie s to e x p r e s s job d issatisfaction can p rov ide adm in istra­ to rs with a sou rce of information for improving th e functioning of music te a c h e r s and music p ro g ram s. Music e d u c a to rs m ust be as comfortable as possible in th e ir jobs if th ey a re to perform sa tisfa c to rily . T h is includes being satisfied with th e ir job and teach in g assig n m en ts, being u n d e r minimal s tr e s s and being physically and mentally fit to handle s tu d e n ts and job dem ands. For th is s tu d y , th e population co nsisted of music ed u cato rs who were employed in a school settin g in th e s ta te of Michigan d u rin g the 1982-83 school y e a r . The sample population of 500 music e d u c a to rs was selected from th e membership list of th e th r e e professional music education association s. A stratified random sample was tak en from all g ra d e levels and teaching a re a s: b a n d , o r c h e s tr a , ch o ral, elem entary g en eral, a combination of music levels, an d a combination of music and d iffe re n t su b ject a r e a s . Two in stru m e n ts were u sed to p ro vide the n ecessary d a ta . To m easure s t r e s s , a s t r e s s - r e la t e d q u e stio n n aire (SRQ) containing demographic information was developed. To m easure job satisfaction the Job Description Index (JD I), developed by Smith e t al. (1965) was u sed . T h is in stru m e n t contains five scales of job satisfaction : p ay , promotions, su p e rv isio n , and people. w ork, T h ese in stru m en ts and a su p p o rtiv e cover le tte r w ere mailed to each member of the sample population. Two h u n d r e d n inety-tw o music ed u c a to rs re sp o n d e d . Only full-time te a c h e rs w ere con sid ered for this s tu d y . Two h u n d re d 81 ..sixty-two full-time music e d u c a to rs an d t h ir ty p art-tim e music e d u c a to rs re sp o n d e d . T h e re fo re , 52.3 p e r c e n t of th e population was used in th e s tu d y . T h e an alysis of data included th e use of the Pearson p ro d u c t moment correlation for te s tin g H ypothesis 1. H ypotheses 2, 3, 4, and 5 w ere te s te d by th e one-w ay Analysis of V ariance (ANOVA). h y p o th e sis was te ste d for significance a t th e .05 level. Each T he ANOVA techn iqu e was also u sed to te s t for sign ificant d ifferen ces between the dem ographic v ariab les and th e major v ariab les of th is s tu d y . Again, the .05 level of significance was u s e d . T he Statistical Package for th e Social Sciences (SPSS) was used inth is s tu d y . T he data was analyzed on a CDC 6500 com puter a t Michigan S tate U n iv ersity . Findings In th is s tu d y , five h y p o th e se s w ere exam ined. A ccording to the d ata a n a ly sis, the following r e s u lts a re r e p o rte d : H ypothesis 1 Michigan music e d u c a to rs who exp erien ce g r e a te r am ounts of s tr e s s will be more d issatisfied with th e ir jobs th a n those music e d u c a to rs who ex p erien ce less s t r e s s . The level of s t r e s s for music e d u c a to rs was related negatively to th e ir level of job satisfa ctio n . H ypothesis 1 was accep ted . H ypothesis 2 The amount of s tr e s s ex p erien ced among Michigan music e d u c a to rs will d iffer statistically with g ra d e level assig nm en ts within a music cu rricu lu m . 82 T he relationship between s t r e s s and g ra d e level assignm ent did not d iffer s ta tis tic a lly . However, r e s u lts showed some o v erlap p in g . H ypothesis 2 was rejected . H ypothesis 3 The amount o f s t r e s s ex p erien ced among Michigan music e d u c a to rs will d iffer statistically with teaching assig nm en ts within a music curriculu m . T he relationship between s t r e s s and teaching assignm ents did not d iffer statistically . R esults indicated a closeness in mean s co res. Hypothesis 3 was re je c te d . H ypothesis 4 T h e re will be statistical d ifferen ces in am ounts of s t r e s s ex p erien ced among Michigan music e d u c a to rs on the following dem ographic v ariab les: (a) g e n d e r; (b) age g ro u p s ; (c) level of education; (d) income level; (e) size of school system ; and (f) y e a r s of teachin g ex p e rie n c e . T he relation sh ip between s t r e s s and g en d er and the relation­ ship between s t r e s s and y e a r s of teaching ex p erien ce were the only two dem ographic v a riab les accepted as indicating statistically signifi­ c a n t d iffe re n c e s . H ypothesis 4 was rejected . H ypothesis 5 T h e re will be statistical d ifferen ces in d e g re e s of job satisfaction among Michigan music ed u c a to rs on the following dem ographic v ariab les: (a) g e n d e r; {b) age; (c) level of education; (d) income level; (e) size of school system , an d (f) y e a r s of teaching ex p e rie n c e . The relatio nsh ip was in fact found to be negative or non­ sig nificant. H ypothesis 5 was rejected . 83 Discussion T his s tu d y was essen tially e x p lo rato ry since no p rev io u s stu d ie s e x ist which focus on s tr e s s o f music e d u c a to rs . T h e r e s u lts of th is investigation p ro vide s u p p o rt for th e h y p o th esis th a t s tr e s s and job satisfaction a r e related negativ ely . For music ed u c a to rs it is a p p a r e n t th a t the more d issatisfied a music ed u cato r is with the job, th e more s tr e s s f u l was th e job. T h is is in c o n c u rre n c e with the limited re s e a rc h which h as been con d u cted in the area of s tr e s s and job satisfa ctio n . Also, the r e s u lts seem to indicate th a t dissatisfactio n on the job has been a so u rce of s t r e s s . Job d issatisfaction is not only caused by s tr e s s o r s p ro d u ced on th e job. pleased with th e ir work en v iro n m en ts. Many music e d u c a to rs a re Life e v e n ts su ch as th e death of a sp o u se , d iv o rc e, m arriag e, tro u b le with the law and personal injury or illness can c au se one to become d issatisfied with self, as well as with the job. T ho u g h th e an aly sis of data does not indicate any statistically significant d iffe re n c e s between s t r e s s an d g ra d e level, a close examination of mean sco res shows t h a t music ed u c a to rs at all g ra d e levels a r e e x p erien cin g the effects of job related s t r e s s . Music e d u cato rs exp erien ce th e e ffe c ts of s t r e s s because of th e u n iq u e n e ss of th e profession as well as th e u nique so u rces of s t r e s s produced at each g r a d e level. A facto r analysis of the (SRQ) would help to identify the so u rces of s tr e s s p a rtic u la r to each g ra d e level a n d /o r organizational ty p e . Such fin d in g s would give s u p p o rt to the developm ent of coping and s t r e s s management skills and tech n iq u es for music e d u c a to rs th ro u g h identifying potential so u rc e s of s tr e s s . 84 Data r e s u lts indicate th a t th e r e is no statistical d ifference among the s tr e s s e s ex p erien ced by b a n d , o r c h e s tr a , and choral d ire c to rs and the g eneral music te a c h e r. Mean sco res for each teaching assig nm en t are relatively close. A factor analysis would again help to identify so u rces of s t r e s s unique to each teaching assign m ent. R esults from a facto r analysis could be applied in th re e ways: 1. To compare and in vestigate the u n iq u en ess of so u rc e s of s t r e s s among teaching assign m ents; 2. To develop coping and management skills and tech n iq u es to be used specifically for music e d u c a to rs; and 3. To prov id e an aw aren ess of the effects of job related s t r e s s for music ed u c a to rs enrolled in u n iv e rsity and college music education p ro g ram s. T he an alysis of v ariance con du cted on th e dem ographic v ariables for each s tr e s s and job satisfaction indicates statistical significant d ifferen ces for two of the a n a ly se s. The significant relationship indicates t h a t th e s tr e s s level of females is much h ig h er than th e level of s t r e s s for males. This is c o n siste n t with o th e r in vestigative re se a rc h in the area of s tr e s s and job satisfaction . S tre s s by y e a r s of teach in g ex p erien ce is indicated as yielding statistical d ifferen ces. It m ust be noted th a t th is r e s u lt is based on a v e ry low mean re sp o n s e from th r e e su b je c ts which may have unduely influenced the d a ta . Even th o u g h the te a c h e rs in this s tu d y indicate v e r y low mean scores on th e q u e stio n n aire (2.4) in relationship to the o th e r te a c h e r s , th a t information is not reinforced by o th er r e s e a r c h . In fa c t, the lite ra tu re reveals th a t te a c h e rs with 85 less than one y e a r of teaching ex p erien ce g r e a t e r amounts of job related s t r e s s . This may be because a lack of ex perien ce in th e p ro fessio n , fe a r to a s s e r t th e ir teaching skills in th e classroom , or a lack of college p rep aratio n to cope with job related s tr e s s . C on cu rrin g with a v a s t majority of re se a rc h in job satisfaction , the r e s u lts of th is s tu d y indicate th a t music ed u c a to rs a r e most satisfied with the su pervisio n th e y receive on th e ir jobs. The re s u lts also show an indication t h a t music e d u cato rs ra n k the catego ry "people in the jo b ," as a second to su p e rv isio n , with only a .271 d ifference between the two c a te g o rie s. (Along with o th e r s tu d ie s review ed, th e categ o ry "promotion" o r " o p p o rtu n ity for advancem ent" ra n k e d the least s a tis fy in g .) Data from th is s tu d y s u p p o r ts conclusions found in th e lite ra tu re which relate s t r e s s and job satisfaction to e d u c a to rs . This stu d y implies th a t s tr e s s is an identifiable facto r th a t can be used to isolate a re a s of job satisfaction for th e e d u c a to r. The major d iffe r­ ence between th is re se a rc h p ro je ct an d o th e r s is t h a t th is s tu d y focused on a specific population, music e d u c a to r s . The overall r e s u lts of th is s tu d y indicate t h a t music ed u c a to rs need s tra te g ie s to cope with jo b -related s t r e s s . Implications Music e d u c a to rs who a re u n d e r minimal s t r e s s will be more satisfied with th e ir classroom perform ance as well as s tu d e n t p a rtic ip a ­ tion. The music ed u cato r will be b e tte r able to con fro nt any problems th a t a rise d u rin g the c o u rse of his w orking day and be able to make 86 q uality decisions th a t will ben efit all co n cern ed . T h e re fo re , it is im portant t h a t music e d u c a to rs recognize the effects t h a t s t r e s s in th e ir lives has upon th e ir job. Music e d u c a to rs who a r e co n sta n tly u n d e r s t r e s s and who a re d ispleased with th e ir job perform ance or assign m ent can negatively effect s tu d e n ts ' learn in g , th e ir music p ro g ram s, and teaching s ta ff. Based on th e r e s u lts of th is s tu d y , Michigan music e d u c a to rs a re ex p erien cin g the e ffe c ts of jo b -re la te d s tr e s s . It is the contention of th is re s e a r c h e r th a t th e r e s u lts from th is s tu d y a re sign ificant for music e d u c a to rs in the s ta te of Michigan. Music e d u c a to rs m ust become more aw are of coping and management tech n iq u es to learn how to eliminate o v e r s tr e s s from th e ir lives and jobs. S tra te g ie s for coping can be in co rp o rated into music d ep artm en ts th ro u g h in -serv ice tra in in g p ro g ram s, w o rk sh o p s, or s ta f f developm ent s e rie s . Coping s tr a te g ie s m ust be developed to a d d r e s s the needs and situations music e d u c a to rs find most s tr e s s f u l. S tr e s s management te c h n iq u e s and skills should be included in college music education c u rric u la early in the music education s tu d e n ts ' educational program . By doing th is, potential music e d u c a to rs will be more aw are and b e tte r p re p a re d to handle th e e ffe c ts of jobrelated s t r e s s . Recommendations for F u tu re R esearch T h e r e s u lts from th is s tu d y s u g g e s t th e following recommenda­ tions: 87 1. R esearch e f fo r ts should focus upon more clearly defining s t r e s s q u e s tio n n a ire s for each teaching assig nm ent for music e d u c a to rs: b a n d , o r c h e s tr a , c h o ral, and th e elem entary g e n e ra lis t. 2. This s tu d y should be con ducted with populations from d iffe re n t ty p e s of school system s: u r b a n , r u r a l, s u b u r b a n , d e s e g r e g a te d - in te g r a te d - s e g r e g a te d , and music c o n s e rv a to rie s . This r e s e a r c h would focus on d ifferen ces in music e d u c a to rs' kinds of s tr e s s o r s and s tr e s s f u l situ atio n s. 3. S tudies should be design ed which e s ta b lis h experim ental g ro u p s of music e d u c a to rs who have been tra in e d in s t r e s s manage­ ment and determ ine its effe c ts . 4. R esearch e f fo r ts should be developed to rep licate th is s tu d y with populations of music e d u c a to rs from varied racial b ack ­ g r o u n d s to determ ine th e effects of s tr e s s and job satisfaction on th is g ro u p . 5. T h is s tu d y should be replicated with th e same population with th e inclusion of s t r e s s effect on illness. 6. R esearch e f fo r ts should focus upon more clearly defining a job satisfaction index which illicits re sp o n s e s c h a r a c te r is tic for music e d u c a to rs . 7. A factor an aly sis should be co n d u cted to specifically delineate s t r e s s o r s c h a ra c te ris tic of b a n d , o r c h e s tr a , ch o ral, and elem entary music e d u c a to rs . REFERENCES 88 REFERENCES A lb rech t, K. S t r e s s and th e m anager: Making it work for y o u . Englewood Cliffs, N . J . : P rentice-H all, I n c ., 1979. Ally, R ob ert. S tr e s s and th e professional e d u c a to r. T e ach er E d u catio n , 1980, 2, 1-3. Action in A n d erso n , C. R. Coping beh av io r as in terv e n in g mechanisms in th e inverted-U s tr e s s -p e rfo rm in g relatio nsh ip. Journal of Applied P sych olo gy , 1976, 61^, 30-34. A n d erso n , R. A. 1978. S tr e s s pow er. New York: Human Sciences P re ss, A n d erso n , T . A d e s c rip tiv e s tu d y of te a c h e r self-co n cep t and motivation asso ciated with academic climate and th e ir relation­ ship to c e rta in personal c h a r a c t e r is ti c s . U npublished doctoral d is s e r ta tio n , U niv ersity of Minnesota, 1975. A nto no vsk y, A. Health, s t r e s s , and c o p in g . San Francisco: J o s s e y -B a s s P u b lis h e rs , 1979. A ppley, M. H ., & T ru m b u ll, R. Psychological s tr e s s : Issues in r e s e a r c h . New York: A p p leto n -C en tu ry C ro fts , 1967. Bardo, P. T he pain o f te a c h e r b u r n o u t: Delta K ap p an , 1977, 61^, 252-256. A case h is to ry . Phi B entzen, Mary. A s tu d y of schooling: A sault ex p erien ce in schools. Phi Delta K ap pan , 1980, 61^, 396. Bierbower, J . , & Thomason, J . ABA P r e s s , 1977. Coping with s t r e s s . A tlanta: Block, A. Combat neu ro sis in in n e r-c ity schools. of P s y c h ia tr y , 1978, U 5 , 1189-1192. American Journal Cannon, W. B. Bodily ch an g es in pain, h u n g e r , fear and r a g e . New York"- A ppleton and Company, 1929. C ardinell, C h arles. B urn ou t? Mid-life crisis? Lets u n d e r s ta n d o u rse lv e s . Contem porary Education, 1981, 52, 103-105. 89 90 C ardinell, C h a rle s. T e a c h e r b u r n o u t: An a n a ly s is . T e a c h e r E d u c atio n , 1980, 2, 9-15. C h e rn iss , C. S ta ff b u r n o u t. 1980. B everly Hills: Action in Sage P ublications, Cichon, D. R esu lts of Chicago te a c h e r s union s u r v e y : T eaching s t r e s s e v e n t in v e n to ry —te a c h e r r e p o r t . Chicago: Roosevelt U n iv ersity College o f Education R esearch and Development C e n te r , 1978. Cichon, D ., & Koff, R. S t r e s s an d te a c h in g . 1980, 64, 91-104. Coleman, V. S t r e s s c o n tr o l. London: Cope, L. R. Is it all in y o u r mind? Company, 1972. NASSP Bulletin, Billing and Sons L t d . , 1978. San Antonio: Naylor Publishing Cooper, C. L. C ro u p tra in in g for individual an d organizational d ev elo pm en t. Basel, S w itzerland: K a rg e r, 1973. Cooper, C. L. T h e s t r e s s c h e c k . Hall, I n c ., 1981. Englewood C liffs, N . J . : P ren tice - C ulligan, M., & S edlacek, K. How to avoid s t r e s s b efore it kills y o u . New Y ork: G ram ercy P ublishing Company, 1980. Davis, D. Band d ir e c to r b u r n o u t. I n s tru m e n ta lis t, 1978, 33, 21-23. DiCaprio, P atrick R. A s tu d y of th e re latio n sh ip of organizational climate to job satisfaction of te a c h e r s in selected ru ra l a n d s u b u rb a n se c o n d a ry sch o o ls. U n pu blished doctoral d is s e r ta tio n . S ta te U n iv ersity of New York a t A lbany, 1974. Dillon, E. A. "Did we all let B a r r y die?" E d u catio n, 1978, 30, 30. Jou rnal of T e ach er Dohrenwood, B. S . , S D ohrew end, B. P. S tre s s fu l life e v e n t s : T h e ir n a tu r e and e f fe c ts . New Y ork: Jo hn Wiley & Sons, Inc, 1974. Dunham, J a c k . D is ru p tiv e pup ils and te a c h e r s t r e s s . R e s e a rc h , 1981, 23, 205-231. Engel, G. Emotional s t r e s s and su d d e n d e a th . 1977, 11_, 114-118; 153-154. Educational Psychology Today, E u c h e rt, Kyle (C o n s u lta n t for Mental Health of L ansing, M ichigan), in terview , 1980. 91 F ig ler, Homer R. The midlife c r is is : Will it c r e a te d a n g e r o r o p p o rtu n ity fo r you? T he R o ta ria n , 1979, 135, 34-37. F ig ler, Homer R. Overcoming e x e c u tiv e mid-life c r i s i s . Wiley P u b lis h e r s , 1978. New York: Fink, S. L ., Beak, J . , S T a d d eo , K. O rganizational c r is e s an d c h a n g e . Jo u rn al of Applied Behavioral S cien ce, 1971, 7, 15-18. F r e u d e n b e r g e r , H. J . B u r n - O u t . New Y ork: Doubieday 8 C o ., I n c ., 1980. F r e u d e n b e r g e r , H. J . S ta ff b u r n o u t. 1974, 1_, 159-164. A nchor P r e s s , Jo u rn a l of Social Iss u e s, F r e u d e n b e r g e r , H. J . T h e s ta f f b u r n o u t syndrom e in a lte rn a tiv e in stitu tio n s . P s y c h o th e ra p y : T h e o ry R esearch an d P ractic e, 1975, 12, 73-82. Caff, J e r r y C. ( E d . ) . In stitutional renewal th ro u g h th e improvement of te a c h in g . San F rancisco: J o s s e y - B a s s , I n c ., 1978. Gallup, C . H. T h e E leventh Annual Gallup Poll of th e P ublic's A ttitu d e s T ow ard th e Public Schools. Phi Delta K appan, 1979, 61, 36. G a rd n e r, S. H. 204. S t r e s s s ig n a ls . Gentlem en's Q u a r te rly , 1983, 53, Gmelch, W. H. Beyond s t r e s s to effectiv e menagem ent. School S tu d y Council B u lletin , 1977, 20, 44. Oregon Gmelch, W. H. T he p rin c ip a l's new tw en tieth c e n tu r y a r t of managing s t r e s s . NAASP B u lle tin , 1978, 62, 5-12. Goodall, B, 8 Brown, R. U n d e rsta n d in g te a c h e r s t r e s s . in T e a c h e r E d u c a tio n , 1980, 2, 17-21. Action G raham -B onnalie, F. E. T h e d o c to r's g u id e to living with s t r e s s . New Y ork: D rake Publishing C o ., 1972. G re e n b e rg , J . The s tr e s s - i ll n e s s link. 394-395; 398. Science News, 1977, 112, G ro ss, E. Work, org an izatio n an d s t r e s s . In N. A. Scotch 8 S . Levine ( E d s . ) , Social s t r e s s . Chicago: Aldine Publishing C o ., 1970. G u n d erso n , E. K ., 8 R ahe, R. S t r e s s and illn e ss. C h arles C. Thomas P u b lish e r, 1974. S p rin g fie ld , III.: 92 H ackett, T . P . , 6 Cassem, N. H. Psychological management of the myocardial infarction p a tie n t. Jou rnal of Human S tr e s s , 1975, 1_, 25-38. Hamacheck, D. Human dynamics in psychology and e d u c a tio n , selected r e a d i n g s . Boston: Allyn and Bacon, I n c ., 1977. H arry S. Abram ( E d . ) . Psychological a s p e c ts of s t r e s s . S p rin g field , III.: C harles C. Thomas, P u b lish e r, 1970. H endrickson, B. P rin cip als: Your job is a hazard to y o u r h ealth. The Executive E d u c a to r, 1979, 1_, 22-25; 33. H erzb er, F . , M ausner, B ., & S nyderm an, B. T he motivation to work (2d e d . ) . New York: Wiley S S ons, 1959. Holmes, T . H ., £ Rahe, R. T he social readju stm en t ra tin g scale. Journal of Psychosomatic R e s e a rc h , 1967, 11_, 213-218. Hulin, C h arles L. Job satisfaction and t u r n o v e r in female clerical population. Jo u rn al of Applied P sychology, 1966, 50, 280-285. Ja n is, I. L. S tr e s s and f r u s t r a t i o n . Jovanovich, I n c ., 1971. New York: K rantz, D. New York: Radical c a r e e r change. Lamott, K. What to do when s tr e s s sig n s T o d a y 's Health, 1975, 53, 30. H arcourt Brace, Free P r e s s , 1978. say y o u 'r e killing y o u rse lf. L azaru s, R. S. Psychological s tr e s s and coping p r o c e s s . McGraw-Hill, 1966. Levine S . , 6 Scotch, N. C o ., 1970. Social s t r e s s . Chicago: New York: Aldine Publishing Lipp, M. Respectful tre a tm e n ts : The human side o f medical c a r e . New York: H arp er £ Row, 1977. Manera, E ., 6 W right, R. S tre s s fa c to rs in te a c h in g . T e ach er E d u catio n , 1980, 2, 51-55. Action in Masloch, C . , 6 Pines, A. T he b u r n o u t syndrom e in d ay care s e ttin g s . Child C are Q u a r t e r ly , 1977, 6, 100-113. Maslow, Abraham H. Motivation and p erso nality (2d e d . ) . York: H arper S Row, 1970. Mason, J . W. A historical view of th e s tr e s s field. Journal of Human S t r e s s , 1975, 1, 22-36. McGuire, Willard. T eacher b u r n o u t. New P a rt II. T o d a y 's E du catio n, 1979, 68, 5. 93 Michigan S tate Board of E ducation. A nalysis of Michigan Public School R evenues and E x p e n d itu re s 1980-81, Bulletin 1011. McLean, A. A. Job s t r e s s and th e psychological p r e s s u r e s of ch a n g e . P e rs o n n e l, 1976, 53, 40-49. McNerney, W. J . , Collen, R. T . , & O ken, D. S tr e s s : A r e p o r t from Blue C ro ss and Blue Shield of M ichigan. Chicago: Blue C ro ss Association P u b lish e r, 1974. Moe, D. A p r e s c r ip tio n —te a c h e r b u r n o u t. 68, 35-36. T o d a y 's Education, 1979, Monat, A . , £ L azarus, R. S. ( E d s .) . S tr e s s and coping: An a n th o lo g y . New York: Columbia U niversity P r e s s , 1977. M orris, J . , 6 M orris, C. S t r e s s in s tu d e n t te a c h in g . T e ach er E d u c atio n , 1980, 2, 28-33. Action in P a r k e r, B. The relation sh ip between s t r e s s , illness and job satisfa c­ tion in school co u n selo rs in th e s ta te of M ichigan. Unpublished doctoral d is s e r ta tio n , Michigan S tate U n iv ersity , 1979. P ark en so n , R. S t r e s s and th e beg inn ing te a c h e r —and th e walls came tumbling down. Action in T e ach er E d ucation, 1980, 2, 4. Pines, A. H elper's motivation an d th e b u rn o u t syndrom e. In T . A. Wills ( E d . ) , Basic p ro c e ss e s in helping re la tio n s h ip s . New York: Academic P r e s s , 1982. Pines, A ., 6 A ronson, E. New Y ork: Free B u rn o u t from tedium to personal g r o w th . P r e s s , 1981. Pines, A ., 6 K afry, D. Coping with b u r n o u t. Paper p re s e n te d a t the Annual Convention o f th e American Psychological A ssociation, T o ro n to , Canada, A u g u s t 1978. Polletier, K. Mine a s h e a le r, mine a s s la y e r . Publishing C o ., I n c ., 1977. New York: Dell R o d g ers, J . E. S tr e s s : What it is, why you m ust control it, and how. Mademoiselle, 1978, 84, 68-74. S araso n , S. B. Work, a g in g , and social c h a n g e . P r e s s , 1977. S c riv e n s, R. T h e big c lic k --te a c h e r b u r n o u t. 1979, 68, 34-35. New Y ork: Free T o d a y 's Education, S c h ild k ra u t, M. L. What s t r e s s can do to body and mind. H ousekeepin g, 1979, 188, 248-249. Good 94 S eiden, R. H. T he problem of suicide on college cam puses. of School H ealth, 1971, 5, 243-248. Selye, Hans. S tr e s s w ithout d i s t r e s s . S elye, Hans. T h e s t r e s s of life. 1956. New York: New York: Smelser, N. J . T h eo ry of collective b e h a v io r. P re ss , 1963. Jou rn al Lippincott, 1974. McGraw Hill Book C o ., New York: T he Free Smith, P. C . , Kendall, L. M., & Hulin, C. L. T h e m easurem ent of satisfaction in w ork and retirem en t. Chicago: Rand McNally, 1969. S tr e s s and w hat y o u r associations are doing ab o u t it. 1979, 18, 5-10. T a n n e r, D. (E d .). S tre ss. New York: NEA R e p o rte r, Time-Life Books, 1976. T e a c h e r's Voice, Michigan Education A ssociation, 1982, 60, 10. T oeffler, A. F u tu re s h o c k . New Y ork: Random House, I n c ., 1970. T r u s , R. Job dissatisfactio n and co ro n ary h e a r t d ise a se . 1976, 104, 594-596. V avius, M. S tu d y looks a t te a c h e r alienation. 1980, 7, 56-73. Intellect, Education R epo rt, Williams, R obert T . Application of re s e a rc h : T e ach er motivation and satisfa ctio n . NASSP B ulletin, 1978, 62, 89-94. Wofford, J . C. T he motivational b asis of job satisfaction and job p erform ance. Personnel P sy cho lo gy , 1971, 24, 501-518. Wolff, H. G ., Wolf, S. G ., S H are, C. C. Life s t r e s s and bodily d isea se. Baltimore: Williams and Willey C o ., 1950. APPENDICES 95 APPENDIX A LETTER REQUESTING PERMISSION TO CONDUCT RESEARCH 96 TO: The Presidents of: M.S.V.A.; M.S.B.O.A.; M.M.E.A. FROM: Phillip Stubblefield 1240 Haslett Road, Apt. 8 East Lansing, MI 48823 DATE: Novenber 12,1982 I am a doctoral candidate in the Department of Music at Michigan State University presently researching the relationship between stress, job satisfaction and teaching assignments along with other variables which may affect music educators' effectiveness. This area of re­ search, which is gaining interest, can provide teachers and teacher educators with information for improving their instruction. In an effort to secure information concerning factors which may impinge upon the effective and efficient performance of music educators at all levels and areas (vocal, band, orchestra, elementary and the generalist)s I am requesting permission to send a questionnaire and a job description index to a random sample of your membership. Dr. Robert Erbes, Area Chairperson of Music Education Michigan State University, is supervising my research. We both feel further research in the area of stress and its effects on the music educator is pertinent. An expedient response to the permission request and a list of your membership will enable continued research. Phillip Snibblefield 97 APPENDIX B LETTERS GRANTING PERMISSION TO CONDUCT RESEARCH 98 »■ c C ' X ’v MICHIGAN SCHOOL BAND AND ORCHESTRA ASSOCIATION STATE OFFICERS JACK PIERSON, PRESIDENT 15583 Sussex. Livonia 48154 Dearborn Edsel FonJ HS H (313) 464-6796 O (313) 582-5750 W ILUAM SUTHERLAND, V.P. B/O 1251 Carlisle Hwy. Charlotte 48813 Charlotte Jr. High H (517) 543-1007 0 (517) 543-2180 MICHAEL KAUFMAN, V.P. S/E 12251 Cooper Road. Leslie 49251 Grand Ledge HS H (517) 589-9871 O (517) 627-9509 TED SMITH, V.P MUSIC SELECTION 15662 Park Lane. Livonia 48154 Redford Thurston HS H (313) 464-8312 O (313) 535-4000 ANDREW MacFARLAND, V.P. JAZZ 401 East M ain. Ionia 48846 Ionia HS H (616) 527-2694 O (6161 527-0600 x22 HARVEY BENSTEIN, SECRETARY 2744 Page. Ann A rbor 48104 Ann Arbor Huron HS H (313) 973-8729 O (313) 994-2096 LESTER KNOT, TREASURER 7649 Bluebird Drive. Jenison 49428 JcniMHfcfilwwHwrtUtuul ................1 ) 457-9288 O (616) 457-3301 EDWIN W. TOWER, MANAGING SECRETARY U-M Bureau of School Services 3338 School o f Education Bldg.. Ann Arbor 48109 H (313) 348-3152 O (313 ) 764-8242 > L. MILLER, PAST PRESIDENT . UmoodJDr Lansing 48917 Lansing Wbverly “1 H (517) 321-1450 O (517) 323-383) DONALD M. FLICKINGER, PAST PRESIDENT 17269 Valley Dr.. Big Rapids 49307 Big Rapids HS H (616) 796-9180 O (616) 796-0518 December 2 0 , 1982 Mr. P h i l l i p S tu b b le fie ld 1240 H a s le tt Road, Apt. 8 E ast L ansing, Mi. 48823 Dear Mr. S t u b b le fie ld , I have no o b je c tio n t o you c o n ta c tin g members o f M .S.B.O.A. fo r your p r o j e c t . You should be in touch w ith Edwin Tower our managing s e c tr ta r y in Ann Arbor. He w i l l send you our new membership book which i s a t th e p r in te r s t h i s week. Sorry to be l a t e in answering your l e t t e r but SI do now have a se c r e ta r y and v a c a tio n i s my tim e fo r correspondence. S in c e r ly , DISTRICT PRESIDENTS 1. JORY HOLMES Shelby HS H (616) 861-2606 O (616) 861-4452 2. CARL BRIEN Petoskcy HS H (616) 526-6584 O (616) 347-6023 3. ROBERT LONG H ELD Davison HS H (313) 653-5849 O (313) 653-3531 4. JAMES S. COLLINS Bloomfield Hills JR HS H (313) 357-2527 O (313) 626-2517 5. BILL L. B R O W Bullock Creek HS H (517) 631-2045 O (517) 631-2341 6. JOSEPH CARL South Haven HS H (616) 637-3032 O (616) 637-5181 7. KEITH HUDSON Greenville HS H (616) 754-6137 O (616) 754-3681 8. GERALD W. BLACKBURN Hudson HS H (5)7)448-8062 0 (517) 448-8912 9. KENNETH FENELEY Clare Public Schools H (517) 3B6-7459 O (517) 386-7789 10. ROBERT HILL Crestwood MS H (616) 457-3316 O (610 455-1200 11. SUSAN L. MAYBERRY Comstock Schools H (616) 649-2108 O (616) 385-2013 12. LLOYD WHITHEAD Ida HS H (313) 269-2156 O (313) 269-3485 D . DANIEL WHITE Manistique HS H (906) 341-6288 O (906) 341-2195 14. MARY K. BASTIAN Powers Central HS H (906) 497-5722 O (906) 497-5226 15. DAVID L. BOOKER Highland Park HS H (313) 272-5857 O (313) 252-0460 x208 16. NATHAN Jl'DSON Grosse Pointe North HS H r313j 886-4914 O (313) 343-2240 ^ J a c k P ie r so n , P r e sid en t M ichigan School Band and O rchestra A s s o c ia t io n 99 MEA MICHIGAN MUSIC EDUCATORS ASSOCIATION STATE UNIT OF MUSIC EDUCATORS NATIONAL CONFERENCE PRESIDENT Douglas E. Reahm 813 Walsh S.E. Grand Rapids. Ml 49507 (0) 616-456-4776 (H) 616-247-0261 PRESIDENT-ELECT D ecem ber 1 7 , 1982 Catherine Nadon-Gabrion 1308 Cambridge Ann Arbor. Ml 48104 (0) 313-764-5429 (H) 313-663-1447 PAST PRESIDENT Karl Glenn 38124 Laurenwood Dr. Wayne. Ml 48184 (0) 313-961-7191 (H) 313-595-0144 M r. P h i l l i p S t u b b l e f i e l d 1240 H a s l e t t R oad, A p t. 8 E a s t L a n s in g , MI 48823 SECRETARY Robert Fisher 288 Adams Rd. Frankfort, Ml 49635 (0) 616-882-4497 (H) 616-352-9952 TREASURER S r. Laurena Allien Aquinas College 1607 Robinson Rd. S.E. Grand Rapids. Ml 49507 (0 ) 616-459-8232 Exl. 256 D ear Mr. S t u b b l e f i e l d : I h a v e y o u r l e t t e r d a te d D ecem ber 1 , a s k i n g t h a t p e r m i s s io n b e g r a n t e d t o u s e t h e MMEA m a i l i n g l i s t f o r a p r o j e c t y o u a r e c o m p le tin g i n y o u r p ro g ra m a t MSU. I do n o t r e c a l l t h a t y o u r p r e v i o u s l e t t e r t o me a s k e d f o r t h e MMEA l i s t i n g . I d i d se n d you o u r own s c h o o l r o s t e r o f m u sic t e a c h e r s . EDITOR Mary Teal M usic Department Eastern Michigan University Ypsilanti. Ml 48197 (0 ) 313-487-2255 (H) 313-665-3219 M EM 8EHSHIP Robert Erbes 4743 Nakoma Dr. Okemos. Ml 48864 (0) 517-355-7658 (H) 517-349-0949 I h a v e th o u g h t t h i s o v e r b o t h f o r a n d a g a i n s t w ith r e g a r d t o t h e MMEA, a n d h a v e f i n a l l y d e c i d e d t o g r a n t t h e p e r m i s s io n you s e e k . The A s s o c i a t i o n d o e s n o t h a v e a p o l i c y on t h e u s e o f t h e m e m b e rsh ip , b u t I f e e l th e A s s o c i a t i o n w ould w a n t t o a s s i s t in s c h o la r ly e n t e r p r i s e s . I t i s assu m ed t h a t you an d y o u r a d v i s o r w i l l u s e t h e b e s t p r o f e s s i o n a l ju d g e m e n t i n y o u r m a i l i n g . PROFESSIONAL PROGRAMS Paul LeVeck 20400 Fleming Detroit. Ml 48234 (H) 313-892-2994 RESEARCH Albert LeBlanc 2021 Cumberland Rd. Lansing, Ml 48906 (0) 517-353-9118 (H) 517-321-8140 D ougSas E. Reahm P re s id e n t GOVERNMENT RELATIONS Ruth Ann Knapp 2124 Passolt Saginaw. Ml 48603 (0) 517-776-0610 (H) 517-792-6196 1 00 TO: The Presidents of: M.S.V.A.; M.S.B.O.A.; M.M.E.A. PRCM: Phillip Stubblefield 1240 Hkslett Road, Apt. 8 East Lansing, MI 48823 DATE: Novenber 12,1982 I am a doctoral candidate in the Department of Music at Michigan State University presently researching the relationship between stress, job satisfaction and teaching assignments along with other variables which may affect music educators' effectiveness. This area of re­ search, which is gaining interest, can provide teachers and teacher educators with information for improving their instruction. In an effort to secure information concerning factors which may impinge upon the effective and efficient performance of music educators at all levels and areas (vocal, band, orchestra, elementary and the generalist)t I am requesting permission to send a questionnaire and a job description’ index to a random sample of your membership. Dr. Robert Erbes, Area Chairperson of Music Education Michigan State University, is supervising my research. We both feel further research in the area of stress and its effects on the music educator is pertinent. An expedient response to the permission request and a list of your membership will enable continued research. Thank you for your cooptation. P h i l l ip S tfib b le field yiu.J&UhUJ v(j - 7 ----------------- _ 7 APPENDIX C RESEARCH QUESTIONNAIRE AND COVER LETTER 102 PHILLIP STUBBLEFIELD 1240 H aslett Road, A pt #8 East L ansing, MI 48823 (517) 337-7578 F e b ru ary 15, 1983 Dear Colleague: Many music educators a re concerned and in te re s te d in stre n g th e n in g th e effective­ n e ss of th e ir teaching. The relationship betw een s tr e s s , job sa tisfactio n , and teaching assignm ents along w ith o th e r variables w hich may affect music e d u cato rs' effectiveness is one area of re se a rc h gaining in te re s t and can provide tea ch e rs and teach er educators w ith inform ation for im proving th e ir in stru c tio n . My rese a rc h focuses d irec tly upon th e relationships betw een s tr e s s , job satisfaction and teaching assignm ents among music educators in th e s ta te of M ichigan. I am u n d ertak in g th is re se a rc h for my doctored d eg ree in th e D epartm ent of Music at Michigan S tate U niversity. Perm ission has been g ran te d by th e p re sid e n ts of MMEA, MSBOA, and MSVA to secu re more information concerning factors which may impinge upon th e effective and efficient job perform ance of school music ed u cato rs. I am asking th a t you complete the enclosed q u estio n n a ire s. T he coded num ber on th e q u estio nnaire is only for th e p u rp o se of follow -up, if n e c e ssa ry . All re s u lts will be tre a te d w ith s tr ic t confidence and all p a rtic ip a n ts will rem ain anonymous. Your id e n tity will not be used in any way in th e d isse rtatio n o r in any su b seq u en t published m aterials. I f you would like a copy of th e re s u lts of th e final re p o r t, please r e tu r n the enclosed form w ith th is qu estio n n aire. A se lf-ad d ressed envelope is enclosed for y o u r convenience. I hope you will find it possible to respond within th re e weeks from th e time receiv ed . I f you have any questions reg a rd in g th e q u estio n n aires o r th e s tu d y , please feel fre e to contact me at (517) 337-7578, or my major a d v iso r, D r. R obert E rb e s, D epartm ent of Music Education, Michigan S tate U niversity (517) 355-7658. T hank you for taking th e time and en erg y to fill ou t th ese q u e stio n n aires. S incerely, D r. R obert E rbes D epartm ent Chairm an, Music Education I would like a copy of th e re s u lts of th is stu d y . Name___________________________________________________________________________ A d d ress________________________________________________________________________ R etu rn to: Phillip S tubblefield, D epartm ent of Music, Michigan S tate U n iversity , East L ansing, Michigan 48824 103 code number Are You Satisfied?!? PERSONAL INFORMATION QUESTIONNAIRE (PIQ) DIRECTIONS: 1. Please check [ / ] the appropriate response to the following questions and fill In the blanks when that is appropriate. What is y o u r sex? [ ] Male [ j Female 2. What is y o u r age? [ I [ [ [ 3. - 24 34 44 54 over What is y o u r eth n ic b ackground? [ [ I [ 4. J 18 ] 25 135 ] 45 ] 55 ] ] ] j American Indian Asian Black Chicano What level of education have you com pleted? [ ] B ach elo r's D egree [ ] M a ste r's D egree [ j S p ecialist D egree 5. ] ] ] ] ] Below $10,000 $10,000 - $14,999 $15,000 - $19,999 $20,000 - $24,999 O v er $25,000 What size is y o u r total K-12 school system ? [ [ [ [ [ 7. [ ] D octorate D egree [ ] O ther What is y o u r income level? [ [ [ [ [ 6. [ ] Hispanic [ ] White [ j O ther ] 50,000 ] 20,000 ] 10,000 ] 5,000 ] 4,500 a n d over - 49,999 - 19,999 - 9,999 - 4,999 ] ] ] J ] 4,000 3,500 3,000 2,500 2,000 - 4,499 3,999 3,499 2,999 2.499 Based on th e following definition a re you: [ ] P a rt-tim e (80% o r less teaching load) I j Full-tim e (more th an 80% teaching load) 104 [ I [ [ ] 1,500 - 1,999 ] 1,000 - 1,499 ] 500 - 999 jBelow500 Teaching Levels: School levels will be determined as follows: - High School (9-12 / 10-12) Junior High/Middle School (6-8 I 7-8 I 7-9) Elementary (K-5 I K-6 I 1-5) Combination o f above 110% 1120% 2130% 3100% 0150% 5160% 6170% 7180% 8190% 91100% High School ( 1 [ 1 1 1 I 1 ( 1 [ 1 [ 1 ( 1 I ] 1 1 Ju n io r High/M iddle School I 1 [ 1 I 1 [ ) I 1 [ 1 [ 1 [ 1 I ] [ ) Elem entary [ ] [ 1 I I ( ] ( 1 ( 1 [ 1 [ I ( 1 [ 1 c e n ta g e do you each level? *lf three categories above total 80% or more. this represents full-time employment status. 9. 10. What do you c o n sid e r y o u r p rincipal teach in g assignm ent? What p e rc e n ta g e of time d o you spend teach in g each of th e following? [ I [ [ [ [ ] j j j j j Band O rc h e stra Choral Elem entary/M iddle School G eneral Music O th er Music C lasses (th e o ry , piano, g u ita r, jazz) O th er Non-Music C lasses 6170% 7180% 8190% 91100% 1 I 1 [ ) [ ] ( ] [ 1 [ 1 [ 1 [ [ 11 I 1 I 1 [ 1 [ 1 [ 1 I1 I1 1] [ 1 [ 1 [ (i ( 110% 1120% 2130% 3100% 0150% 5160% Band [ ] I1 ( 1 ( 1 [ 1 [ O r c h e s tra /S trin g s [ ) I1 [ ] [ 1 ] Choral [ 1 I1 [ 1 [ I G eneral Music [ 1 I 1 [ 1 I1 [ O th er Music C lasses (th e o ry , piano, jazz, e tc .) [ 1 II [ I Non-Music C lasses [ 1 II ( 1 1 1 11. How long have you been in th e teach in g profession? [ ( [ [ [ [ ] j ] j j J less th a n one y e a r one to five y e a rs six to ten y e a rs eleven to fifteen y e a rs six teen to nineteen y e a rs tw enty y e a rs o r more 12. What was y o u r major perform ance a rea d u rin g y o u r u n d e rg ra d u a te stu d ies? If more th a n o ne, check b o th : I I [ [ [ [ ] ] j j ] ] Woodwinds S trin g s Piano B rass Voice P ercussion 105 [ 1 I1 1 1 1 [ 1 [ ] 1 [ ] [ 1 I 1 [ 1 [ 1 [ 1 1 1 STRESS-RELATED QUESTIONNAIRE (SRQ) T o w hat e x te n t d o you d is a g re e o r a g re e th a t each of th e following sta tem en ts ad eq u ately d e sc rib e so u rc e s of s tr e s s fo r you in y o u r p a rtic u la r job? In d icate y o u r resp o n se b y c irc lin g th e num ber co rre sp o n d in g to th e following sta te m e n t: 1 2 3 4 5 6 = = = = = = S tro n g ly D isagree D isagree U ncertain A gree S tro n g ly A gree Does Not A pply SD 1 D U ““ A SA DNA “ “ 1. Too much p a p e r w ork. 1 2 3 4 5 6 2. D ealing w ith d eclin in g enrollm ent. 1 2 3 4 5 6 3. Not able to sched u le ta le n te d s tu d e n ts in a d eq u a te n u m b ers. 1 2 3 4 5 6 4. P re s s u re to r e c r u it s tu d e n ts fo r y o u r p rogram . 1 2 3 4 5 6 5. In ad eq u ate p hysical facilities (poor space allotm ent). 1 2 3 4 5 6 6. Q uality of p hysical facilities (b a rre d windows, g ra ffiti, dull p a in t, e tc ) . 1 2 3 4 5 6 7. No p ra c tic e rooms 1 2 3 4 5 6 8. K eeping in v e n to ry of in stru m e n ts in re p a ir and w orking o rd e r. 1 2 3 4 5 6 9. Fund raisin g p ro je c t to e a rn money fo r m usic pro g ram . 1 2 3 4 5 6 10. M anditory committee p a rtic ip a tio n . 1 2 3 4 5 6 11. Mood of th e w orking environm ent (s e x is t, ra c is t, iso la ted , a p a th e tic , e t c . ) . 1 2 3 4 5 6 12. In v o lu n tarily tr a n s f e r r e d . 1 2 3 4 5 6 13. Inab ility to teach specific o rg an izatio n s due to lack o f tra in in g . 1 2 3 4 5 6 14. Non-music teach in g re sp o n sib ilitie s (s tu d y h all, hall m onitor, e t c . ) . 1 2 3 4 5 6 15. S tu d e n t te a c h e rs who a r e below a v e ra g e in achievem ent level. 1 2 3 4 5 6 16. A tten d ing d is tr ic t m usic m eetings. 1 2 3 4 5 6 17. W orking a fte r school an d on w eek en ds. 1 2 3 4 5 6 18. T eaching d iffe re n t levels o f o rg an izatio n s (b a n d , o rc h e s tra , c h o ir, e t c . ) . 1 2 3 4 5 6 19. T rav elin g to more th a n one school to te ach . 1 2 3 4 5 6 20. Lack of communication betw een m usic s ta ff. 1 2 3 4 5 6 21. Paren tal a p a th y . 1 2 3 4 5 6 22. In ad eq u ate p a y . 1 2 3 4 5 6 23. in ad eq u ate program s u p p o rt (from a d m in istra to rs, c o u n se lo rs, te a c h e rs , p a r e n ts ) . 1 2 3 4 5 6 24. T e n u re and prom otion. 1 2 3 4 5 6 25. P articip atin g a t a d m in istra tio n 's re q u e s t to g e t involved w ith o th e r school a c tiv itie s. 1 2 3 4 5 6 106 SD D U A SA DNA 26. P re s s u re from p a re n ts and community to com pete. 1 2 3 4 5 6 27. Job s e c u rity in face o f fu n d in g c u tb a c k s. 1 2 3 4 5 6 28. Little in p u t, if a n y , in cu rricu lu m developm ent. 1 2 3 4 5 6 29. Little in p u t, if a n y , in intraschool policies. 1 2 3 4 5 6 30. Poor c o n c e rt a tte n d a n c e b y school a d m in istra to rs. 1 2 3 4 5 6 31. Lack of ap p reciatio n shown by a d m in istra to rs o r su p e rv iso r feed b ack . 1 2 3 4 5 6 32. Lack o f communication from a d m in istra to rs, co u n selo rs, te a c h e rs , p a re n ts . 1 2 3 4 5 6 33. Lack o f community s u p p o rt. 1 2 3 4 5 6 34. Managing d is ru p tiv e s tu d e n ts . 1 2 3 4 5 6 35. T h re a te n ed w ith p erso n al in ju ry . 1 2 3 4 5 6 36. M aintaining self-co n tro l w hen a n g ry w ith o th e rs . 1 2 3 4 5 6 37. No su p p o rt g ro u p to sh a re te a c h e r c o n c e rn s. 1 2 3 4 5 6 38. W orking with o th e r s ta f f m em bers. 1 2 3 4 5 6 39. Working w ith union r e p re s e n ta tiv e s . 1 2 3 4 5 6 40. Working w ith m usic b o o ste rs. 1 2 3 4 5 6 41. T he f i r s t h alf o f th e school y e a r is more s tre s s fu l th an th e second h a lf. 1 2 3 4 5 6 42. T h e second h alf o f th e school y e a r is more s tre s s fu l th a n th e f ir s t half. 1 2 3 4 5 6 43. Placing high e x p e c ta tio n s on se lf. 1 2 3 4 5 6 44. E xpected to perform fo r community a c tiv itie s (4th o f Ju ly P a rad e , F o u n d e r's D ay, e t c . ) . 1 2 3 4 5 6 45. Holding c h a ir au d itio n s in y o u r p erform ing g ro u p s . 1 2 3 4 5 6 46. Expected perfo rm an ces o u tsid e of th e community (reg io n a l, s ta te p erfo rm an ces, e t c . ) . 1 2 3 4 5 6 47. E xpected to perform fo r o u t-o f-to w n tr ip s . 1 2 3 4 5 6 48. E xpected to a tte n d a num ber o f c o n te s ts , fe stiv a ls, an d com petitions. 1 2 3 4 5 6 49. T h e c o n s ta n t d riv e a n d d e s ire to com pete. 1 2 3 4 5 6 50. P erform ing c o n c e rts . 1 2 3 4 5 6 51. In ad eq u ate time to p erso n ally perform o u tsid e o f teach in g job (sin g in c h o ir, c o n d u c t, play in an o rg a n iz a tio n ). 1 2 3 4 5 6 52. Feeling com petent to p erform in sev eral perform ance a re a s . 1 2 3 4 5 6 52. R equired to p erform on an in stru m e n t o r voice. 1 2 3 4 5 f. Please list below any other stresses which have not been included and rote them using the same scale as for the above listed items: 1 54. 55. 2 3 4 5 6 2 3 4 5 6 56. 1 2 3 4 5 6 57. 1 2 3 4 5 6 58. 1 2 3 4 5 6 107 PLEASE NOTE: Copyrighted m aterials in this document have not been filmed a t th e request of the author. They a re available for consultation, however, in the author's university library. These consist of pages: 108-109, THE JOB DESCRIPTIVE INDEX University Microfilms International 300 N Zeeb Rd., Ann Arbor, Ml 48106 (313) 761-4700 APPENDIX D ONE-WAY ANOVAS FOR TEACHING ASSIGNMENT AND DEMOGRAPHIC VARIABLES 110 APPENDIX TABLE D - 1 .— One Way ANOVA for S tr e s s by S ex. Sum of S q u a re s df Mean S qu are 3.6964 1 3.6964 Within C rou ps 81.9089 260 -.3150 TOTAL 85.6053 261 S ource of Variance Between C roups f 11.733 P .0007 APPENDIX TABLE D-2. —One Way ANOVA for S tr e s s b y Age Sum of S q u a re s df Mean S q uare f P 1.8174 4 .4543 1.394 .2366 Within C ro up s 83.7879 257 .3260 TOTAL 85.6053 261 S ource of V ariance Between C roups APPENDIX TABLE D - 3 .- -O ne Way ANOVA for S tr e s s by Level of Education. S ource of V ariance Between G roups Sum of S q u a re s df Mean S q u are .4901 3 .1634 .3301 Within G roups 84.5103 256 TOTAL 85.004 259 f .495 P .6861 112 APPENDIX TABLE D - 4 .—One Way ANOVA for S tr e s s by Income. S ource of V ariance Between C rou ps Sum of S q u ares 1.6236 df Mean S q u are 4 .4059 .3268 Within C ro u p s 83.9817 257 TOTAL 85.6053 261 f 1.242 P .2935 • APPENDIX TABLE D - 5 .—One Way ANOVA for S tr e s s by School Size. Sum of S q u a re s df Mean S q u are 5.0923 13 .3917 Within C roups 80.5130 248 .3246 TOTAL 85.6053 261 Source of V ariance Between C ro u p s f P 1.207 .2747 APPENDIX TABLE D-6. —One Way ANOVA for S tr e s s by Years of E xperience. Sum of S q u a re s df Mean S q u are 3.6446 5 .7389 Within G roups 81.9607 256 .3202 TOTAL 85.6053 261 S ource of V ariance Between C ro u p s f P 2.277 .0475 APPENDIX E ONE-WAY ANOVAS FOR JOB SATISFACTIO N AND DEMOGRAPHIC VARIABLES 113 APPENDIX TABLE E - 1 . ~ 0 n e Way ANOVA for Job Satisfaction and Demographic V ariables. S ource of Variance Sum of S q u a re s df Mean S q u ares 65.7407 1 65.7407 Within C rou ps 307116.0914 260 1181.2157 TOTAL 307181.8321 261 Between C roups f P .056 .8137 APPENDIX TABLE E- 2 . —One Way ANOVA for Job Satisfaction by Age. S ource of V ariance Sum of S q u a re s df Mean S q u ares 813.2867 4 203.3217 Within C roups 306368.5454 257 1192.0955 TOTAL 307181.8321 261 Between C roups f .171 P .9533 APPENDIX TABLE E - 3 .—One Way ANOVA for Job Satisfaction by Level of Education. Mean S q u a re s S ource of Variance Sum of S q u ares Between C roups 4316.8337 3 1438.9446 Within G roups 296704.1316 256 1159.0005 TOTAL 301020.9654 259 df f 1.242 P .2951 APPENDIX TABLE E - 4 .—One Way ANOVA for Job Satisfaction by Income. Source of Variance Sum of S q u a re s Mean S q u are Between G roups 1461.8135 4 365.4534 Within G roups 305720.0186 257 1189.5721 TOTAL 307181.8321 261 df f P .307 .8730 APPENDIX TABLE E - 5 .—One Way ANOVA for Job Satisfaction by Size of School System. Source of Variance Sum of S q u a re s df Mean S q u are 15220.1007 13 1170.7770 Within G roups 291961.7314 248 1177.2650 TOTAL 307181.8321 261 Between G roups P f .994 .4572 APPENDIX TABLE E -6.—One Way ANOVA for Job Satisfaction by Years of Teaching Experience. Mean S qu are Source of Variance Sum of S q u a re s Between G roups 7753.7728 5 1550.7546 Within G roups 299428.0593 256 1169.6409 TOTAL 307181.8321 261 df f 1.326 p .2535 APPENDIX F LIST OF ADDITIONAL STRESSORS 116 APPENDIX F LIST OF A D D IT IO N A L STRESSORS 1. No available m aterials. 2. Lack of n e c e s sa ry equipm ent. 3. Limited b u d g e t. 4. S tu d e n t a p a th y . 5. Poor planning time. 6. Working with music co o rd in ato rs. 7. Lack of time for family, frie n d s , an d personal involvements. 8. Many s tu d e n ts for one te a c h e r. 9. Poor te x ts and curriculu m g u id e s. 10. Locked in schedu le. 11. M ainstreaming. 12. In su fficien t time provided d u rin g school day to p r e p a re g ro u p s for c o n c e rts. 13. Acting positive an d motivated when not feeling t h a t way. 14. V ery few p riv a te music te a c h e r s . 15. T eaching junior high te c h n iq u e s to high school level s tu d e n ts . 16. Poor feed er prog ram s from junior high music program s. 17. C u t in stru ctio n time a t middle school five d a y s to th r e e d a y s . 18. Working with n o n -ta le n te d s tu d e n ts . 19. G etting family p r e s s u r e s ab o u t job dem ands. 117 118 20. Health problems d u e to lack of r e s t especially a t co n cert and festival times. 21. C o n sta n t calls from s tu d e n ts and p a r e n ts d u r in g d in n e r time and on S un day asking information t h a t was given in c la ss. 22. Pep band a t bask etball games. 23. C ut in pay to maintain teach ing position. 24. Lack of r e s p e c t for music edu catio n. 25. Society in general does not place value on musical excellence and achievem ent. 26. Competition with ath letic d ep artm en t for s tu d e n ts . 27. Music classes being th e dumping g ro u n d for misbehaved s tu d e n ts . 28. Fighting racial su sp icio n s. 29. O th er d ire c to rs borrow ing equipm ent and not r e tu rn in g it. 30. Lack of c o st of living raise in teachin g c o n tr a c t. 31. See fellow w o rk e rs in financial or emotional difficulty . 32. Lack of app reciation from s tu d e n ts . 33. Keeping com petitive s tu d e n t challenged. 34. Keeping less com petitive s tu d e n ts c a u g h t u p . 35. Criticism on how th e g ro u p so u n d s. 36. T ry in g to promote s tr i n g s in a small band town. 37. F irs t y e a r teach in g . 38. Few frin g e b en efits as compared to a d m in istra to rs. 39. Working with s tu d e n ts only once a week. 40. Concern ov er deletion of elem entary music. 41. Dealing with ex p ectatio n s of multiple te a c h e r s and a d m in istra to rs. 42. Living in an isolated area t h a t p ro h ib its musical gro w th. 43. Dealing in a "wholistic" educational philosophy. 119 44. P u ttin g on a successful musical. 45. Having no p lan nin g p eriod . 46. Lack of time for c re a tiv e c o n c e rn s . 47. P re d e c e sso r u nq ualified to teach music. 48. No d is tric t-w id e music s u p e rv is o r o r d e p a rtm e n t. 49. U n certain ty o f school board s u p p o r t for th e a r t s . 50. Seeing good p ro g ram s d rastically re d u c e d . 51. U nrealistic work load. 52. Being a s sig n e d to beginn ing c la s se s . 53. S u p e rv is o r who c o n tro ls his s ta f f by force and t h r e a t s . 54. C onference time ta k e n up tra v e lin g from school to school. 55. Perform ing g r o u p s d ro p p e d from curricu lum . 56. Unable to s e t up own sch edu le.