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Hiebert, Bryan.

Toronto, Canadian Education Association, c1985. 60pp, paper, $6.00, ISBN 0-920315-04-6.

Reviewed by Diane Ikonen

Volume 13 Number 6
1985 November

This is a state-of-the-art report on the nature and treatment of teacher stress in Canada. Dr. Bryan Hiebert of Simon Fraser University, who has been working in the field of teacher stress for nine years, surveyed numerous teacher groups, national educational organizations, and researchers across the country. He reports that "the data do not support the contention that Canadian teachers, as a group, perceive their jobs to be extremely stressful. . .. Instead, teachers as an occupational group fall somewhere between the extremes with respect to the amount of stress they experience." Significantly, he finds that most teachers do not have a large repertoire of stress-coping strategies. . . "only about 25 per cent of teachers have developed skills for dealing with stress directly."

In this very readable publication, Hiebert summarizes research on teacher stress and programs relating to it, discusses different stress and stress or management strategies, and puts forward suggestions useful for helping teachers reduce the impact of stress in their lives, suggestions springing from data-based interventions that have a positive prognosis. This picture of current studies and contemporary practices will prove useful in understanding teacher stress and its sources. Most stressors, the author finds, seem to involve interpersonal interaction or time management.

A table of contents, list of contributors, and an extensive reference list form part of the report. It is also published in French under the title Le stress chez les enseignants: perspective canadienne.

Diane Ikonen, Sudbury, Ont.
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