AN ATTRIBUTION MODEL OF TEACHERS OCCUPATIONAL STRESS AND JOB-SATISFACTION IN A LARGE EDUCATIONAL-SYSTEM

A cognitive model based on the attribution of responsibility for stres s was used as a framework for a study of the occupational stress and j ob satisfaction of teachers in New South Wales, Australia. One thousan d questionnaires were distributed among 109 New South Wales Department of School Education schools of various types: single teacher, infants /primary, central and high school, throughout the state. There was a t otal response rate of approximately 49% (n = 487). The proposition tha t externalization of responsibility for stress may be explained in ter ms of self-defence styles was also investigated. Stress attributable t o student misbehaviour was found to be associated with immature defenc e styles. Occupational stress and job satisfaction were treated as mul tidimensional phenomena and associations between the dimensions were e xplored. Teachers satisfied with their occupation attributed greater r esponsibility for stress to self than did dissatisfied teachers.