From Neurasthenia to Eudaimonia: Teachers’ Well-Being and Resilience

Abstract

One hundred years ago, a survey amongst school teachers carried by V. J. Pavia (Government of Australia 1912) reported that classroom teachers were at risk of neurasthenia or ‘brain fag’ as a consequence of their profession. Strain was considered an inherent aspect of the profession, higher than in other professions, severe even to breaking point. Amongst the main causes identified in the survey, the authors mentioned poor salary, poor working conditions, overcrowded curriculum, inconsistent standards, large classes, long hours and blocked career paths. Many of the concerns raised about teachers’ health 100 years ago, resonate with those faced by many teachers today. Working intensity, role overload, increased class size per teacher, unacceptable pupil behaviour and lack of support from management were the top five stressors amongst teachers in Europe (ETUCE 2007). Reviews of teacher stress in the UK, USA, Canada, Australia and New Zealand, similarly identified heavy workload, pupil misbehaviour, emotional demands, excessive reforms, performance appraisal and lack of time for personal and professional development, as some of the main concerns expressed by teachers today (Bricheno et al. 2009; Wilkonson et al. 2005; Williamson and Myhill 2008; Jamieson 2006; Johnson et al. 2005; Teacher Support Network 2009).

Bullough (2011)