Empirical study on teachers' school stress and physical and mental health in disaster-stricken areas

2019 Fiscal Year Final Research Report

• Project/Area Number: 17K01778
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Applied health science
• Research Institution: Iwate University
• Principal Investigator: Yamamoto Susumu 岩手大学, 教育学研究科, 教授 (90552612)
• Project Period (FY): 2017-04-01 – 2020-03-31
• Keywords: ストレス / 教師 / ストレッサー / 対処行動 / 納得 / 東日本大震災

Outline of Final Research Achievements

The purpose of this study was to clarify the factors that reduce teacher's school stress, considering the experience of disaster. And based on the results, we designed a stress management workshop and they were held. We created a scale to measure "stressor," "coping behavior," and "cognitive evaluation." Examination using the scale revealed the following. The stressor's experience with "student guidance" and the patience and compromise with the stressor increase "anxiety." The problem-focused coping behavior is effective for the "anxiety", and the emotion-focused coping behavior is effective for the "anger". At the workshop, we were found that understanding about "coping behavior" was most useful for stress management. The contents of the workshop and their order were discussed.

Free Research Field

学校臨床心理学

Academic Significance and Societal Importance of the Research Achievements

東日本大震災で被災した岩手県では，発災直後から心的な影響を受けた児童生徒を組織的にサポートする体制が構築されてきた。この体制において子供を直接支援するのは，小中高等学校の教師であったが，教師自身も心的ストレスからその役割を果たせない例が見られ，改めて教師自身のストレスマネジメントの必要性が指摘されるところとなった。本研究はこの社会的な要請に応えるものである。また，避け得ないストレッサーを納得して受け容れようとする試みを測定することは，これまでのストレス研究には見られなかった新たな視点である。