Teacher Stress and Social Support Usage

In this paper, we explore how the frequency of utilization of social supports is related to teacher demographics, stress factors, job satisfaction, career intent, career commitment, and the perception of a stigma attached to teacher stress. Using data from self-report questionnaires (N = 264) from teachers in northern Ontario, we found that teachers seldom spoke to their health care providers about stress and instead utilized family, friends, fellow teachers, and sometimes their principals. The frequency of which teachers accessed different social support networks did vary depending on stressor (workload, student behaviour, professional relationships, societal attitudes, and employment conditions). Teachers who frequently talked to their friends about stress had a lower sense of career intent and career commitment. Males were less likely to talk to their various social supports about stress. This study adds to the literature by exploring the frequency of contact with and usage of social supports and their impact on teacher stress and perspectives on teaching.