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A personal construct approach to avoiding teacher “burnout” and“rustout”
Published online by Cambridge University Press: 30 October 2015
Abstract
Personal construct psychology enabled teacher stress to be conceptualised interms of their perceptions of their ability to cope with stressors.Different degrees of support were seen in terms of the teachers' allocationof dependencies. Pre- and post-intervention questionnaires and FOCUS-ed (orcluster analysed) Dependency (individual and mode) grids were used to revealand manipulate 11 teachers' resources and then to monitor how their grouplevels of stress were affected. Although the study reflected an idiographicapproach rather than a substantive pattern, stress was reduced for thehighly stressed, maintained for the moderately stressed and increased forthe low stressed. Since using a not coping rather than a coping perspectivecharacterised the distressed group before the intervention, teachers mayneed to emphasise a more affirmative stance. Once teachers establish whatthey construe as stressful and what support they can use, they are in a moreinformed position to engage in stress management or maintenance.
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