Browsing by Author "Savolainen, Katri"

The purpose of this master’s thesis is to find out which factors do classroom teachers, who have graduated from the University of Helsinki, perceive as significant factors causing work stress. In addition, it is investigated which background variables (e.g., factors related to teacher, teaching and work environment) are related to work stress. The aim is also to find out which methods class teachers have to support their coping at work. This thesis was carried out as a mixed methods research. The quantitative data was obtained through a questionnaire, which was responded by 59 class teachers who have graduated from the University of Helsinki. The data was statistically analysed using IBM SPSS. The analytical methods used were factor analysis, correlation analysis, t-tests and cross-tabulation. The quantitative results guided the development of the frame for the interview, and based on them, 4 respondents were selected for interview. The qualitative data was obtained through thematic interviews. The data was analysed by means of content analysis. The most significant factors causing work stress in a class teacher’s work are students interfering with classroom interaction, supporting special education students, responsibility for student learning, heavy workload, externally determined factors related to the development of teaching as well as some factors related to the work environment and general nature of the work. Low satisfaction with teacher training, low support from teacher colleagues, working in Greater Helsinki and teaching planning as an ability gained from studies are background variables which are related class teachers’ work stress. Problem-focused coping methods used by class teachers were managing working time, taking one’s own coping into account in planning teaching, precise practices and building good relationships with guardians and filtering media. Emotion-focused coping methods used by class teachers were leisure and healthy lifestyles, strengthening the working atmosphere, occupational well-being factors, distancing oneself and regulating emotions. In addition to this, coping methods focused on both problem and emotion, were the support of colleagues, the support of school administration, foremanship and self-awareness.