|In a changing South Africa with a new education system teachers are experiencing
more work stress than in any other occupation. The aim of this research is: • to investigate the nature and characteristics of work stress and how it affects teachers; • to determine if an accompanying program could be used to manage disruptive behaviour in the classroom and promote the well-being of teachers and learners and • to evaluate the effectiveness of an accompanying program. With this purpose in mind concepts like stress, work stress, accompaniment, education psychological research, disruptive behaviour, stress factors and classroom control had to be defined. Literature was used to research the bringing-about of a classroom climate that is conducive. Factors negatively influencing
classroom climate and that are responsible for the work stress of teachers in the
classroom context, is also researched. A questionnaire is used to determine the causes of teachers' work stress. Thereafter a program is developed to guide teachers m
managing their classroom effectively and also to reduce their work stress. The empirical research is calculated by means of statistics. Practical and meaningful differences is determined by means of effect size (d-values). The most important finding is that disruptive behaviour is the main responsible stress factor of teachers in the classroom context. This study suggests that every school should implement a program that can guide teachers in controlling their work stress in the classroom. This program should however be implemented at the commencement of the new school year.
Work stress is of great importance because it might have a negative impact on both the teacher and the learner. Stress in the teaching profession can influence the school
as organisation, the teachers' response as well as their and their families' physical and
emotional well-being. Work stress is therefore a problem for the teacher, the learner, the school, the teaching profession and the education system.