EDUCATIONAL LEADERSHIP : PERSONAL GROWTH FOR PROFESSIONAL DEVELOPMENT

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8 Managing Stress and Managing Time

This chapter explores the management of stress and time in a broader context to clarify how teaching relates to other work. Within the profession there is a new stronger focus on teacher workload issues but also increasingly there is concern about bullying of teachers. This difficult area is focused on first. An article about teachers in the Observer (Pollard, 2000) opens with ‘In the average school, nearly one in six (teachers) has been bullied in the last six months’. Cary Cooper, leading researcher on stress asserts: There are two types of bully. The psychopathic bully has low self-esteem and may not be particularly good at their job. He or she bullies to enhance their status. It’s a personality disjunction and the numbers are relatively small and stable. The other type is the overloaded bully who has too much to do themselves and dumps on others. This sort of bullying is increasing.

A survey by Cooper at the Manchester School of Management found that one in four workers had been bullied in the last five years, but in teaching the proportion was one in three. The significance of this for the number of teachers who intend to leave the profession may be underestimated because victims may be unwilling to talk about bullying. The bullying barometer used suggests you are being bullied when: ● ● ● ● ● ● ● ●

your presence or opinions are ignored; you are denied information about your performance; you are given an unmanageable workload; you are given unreasonable deadlines; you are humiliated or ridiculed; your work is excessively monitored; gossip and rumour are spread about you; faults are continually found with your work.

Is there bullying in your school? Of pupils? Of staff? EUROPEAN HEALTH AND SAFETY WEEK The Health and Safety Executive (2002) supported the European Safety and Health Week in October 2002, which had a special focus on stress. The supporting docu75


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Index

12min
pages 230-239

13 Performance Management

21min
pages 142-152

20 Work and Life: Achieving a Balance and Planning for the Future

22min
pages 220-229

19 Business Process Re-engineering: Achieving Radical Change

20min
pages 210-219

18 The Learning Organization and Knowledge Management

22min
pages 198-209

17 Quality Models

22min
pages 185-197

16 Strategy

22min
pages 174-184

15 Culture, Change and Organizational Health

22min
pages 163-173

14 Ethics, Values, Vision, Mission and Gender

22min
pages 153-162

12 Leadership Development

22min
pages 131-141

10 Training, Coaching and Mentoring

21min
pages 110-119

11 Interpersonal Skills, Decision-Making and Team Learning

21min
pages 120-130

9 Career Development and Development as a Professional

22min
pages 99-109

Neurolinguistic Programming and Professional Development

1hr
pages 19-65

8 Managing Stress and Managing Time

22min
pages 88-98

7 Developing Creativity, Intuition and Innovation in Schools

21min
pages 77-87

Improving Communication Skills

22min
pages 66-76

Self-Understanding, Personality and Psychometric Instruments 11

2min
page 15

Self-Management and Personal Development 1

1min
page 14

360-degree Feedback 33

2min
page 17

Emotional Intelligence 22

2min
page 16

Accelerated Learning, the Brain, Competencies and Interviews 43

2min
page 18
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