Abstract
The amount of qualitative research in which teachers subjectively describe the meaning of work stress is limited. This article presents data drawn from a qualitative study of teachers’ perceptions of work stress. Linkages between teacher stress and teacher performance are firmly established. The study data are discussed in terms of the Performance Adaptation Syndrome (PAS), a term developed from the data to describe the deleterious effects of prolonged work stress on the instructional ability of teachers.
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