Some Implications of Role Conflict and Role Ambiguity as Stressors in a Comprehensive School

Abstract

Teacher unions have shown increasing concern about the effects of stress on their members. Although stress is difficult to define, its existence is undeniable. Consequently, the literature highlights a symptomatology. In my research, into stress in relation to heads of year in a comprehensive school, role conflict and role ambiguity emerged as stressors. The research was based on diary entries and interviews. Their coping strategies varied in terms of effectiveness. A consequence of this research was the creation of sessions on The Positive Uses of Stress and a greater willingness on the part of staff to discuss stressful incidents. However, as the latter were unstructured their therapeutic value must be question An implication of my research is that all schools should place a high priority on stress management strategies. At the organisational level this could include the appointment of a Staff Counsellor, the adoption of sensivity training for staff and a corporate culture which places a high value on the individual's worth.