Combating Teacher Stress with Deferred Salary Leave Plans

Aileen Audette

AW: Humanities

2008-11-26 AW: Humanities RHET-1105-013 Dr. J. Clary-Lemon Aileen Audette #1162186

Combating Teacher Stress with Deferred Salary Leave Plans

Borg and Riding define a teachers stress as a condition of negative effects resulting from aspects of the teachers job which are then perceived by the teacher to be a threat to their psychological or physical well-being (266). The career process of a classroom teacher is stressful, and deferred salary leave plans (DSLPs) allow teachers a year of paid leave which is a productive way to combat stress. A study of DSLPs by Jacobson and Kennedy has established that DSLPs are a safe and stress free practice for teachers to save for a requested year of leave. They state, DSLPs, also known as 4 over 5 plans, allowed teachers to defer a part of their salary for 4 years to self-fund for a paid leave during their 5th year (83). From such we can correctly state that DSLPs aid teachers during a plan of leave that could be otherwise stressful. Evidence from several studies attests to the prominent nature of stress experience by classroom teachers on a day to day level. With the vast research conducted on the work-related teacher stress we can correctly assume that a number of sources contribute to a teachers perception of stress.

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Combating Teacher Stress with Deferred Salary Leave Plans

Aileen Audette

AW: Humanities

Evidence from studies conducted on teacher stress suggests the seriousness of the problem. In a survey from 1977-1979 by Kyriacou and Sutcliffe, cited in Borg and Ridings article, 20-30% of classroom teachers in England rated teaching as either very or extremely stressful (263). In a more recent study done by Borg et al in 1991 32.6% teachers in Malta rated their jobs as very to extremely stressful (Borg and Riding 263). These studies did not occur in the current biographical area of interest. However, a study done by Kyriacou and Sutcliffe, noted in Borg and Ridings study, states there is no significance difference between teacher stress and biographical characteristics (263). In Borg and Ridings study, Occupational Stress and Satisfaction in Teaching, the authors choose to center on the population of Malta, due to the fact that the educational system is similar to that of Canadas. As well, the self contained population is large enough to represent a whole system, and allow all teachers to be included (266). In their research study Borg and Ridings findings revealed that 33.6% of classroom teachers found their job to be very or extremely hard (277). These findings were consistent with several other research studies done on teacher stress noted by Borg and Riding. When all evidence is digested it clearly confirms the prominence of teacher stress. In the 1985 study Organizational Stress among Teachers by Friesen and Williams, done to indentify sources of work related teacher stress, over one half of the teachers surveyed stated that they had experienced personal stress in the past two years (20). The study gave way to five contributing sources of teacher stress. Friesen and Williams found role overload was the highest rated source at 22%, referring to focal person faced with obligations which require them to do more then they are able to do in
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Combating Teacher Stress with Deferred Salary Leave Plans

Aileen Audette

AW: Humanities

the time available (26). Other sources indentified included relationships with students and colleagues, work load, and control of work environment. All of which were indentified by 45.4% of the teachers surveyed. Additional sources of teacher stress were located in a study by Kyriacou in 2001. Noted in Montgomery and Rupps Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers, Kyriacous study indentified teaching unmotivated students, maintain discipline, being evaluated, and poor working conditions as further sources of work related teacher stress (461). DSLPs help to combat teacher stress in a number of ways. The first approach is probably the more obvious. DSLPs allow teachers to save for a year of leave also known as a sabbatical; a leave that a teacher who is stressed from any one or a number of factors could benefit from greatly. Educators interviewed in Jacobson and Kennedys study on Deferred Salary Leaves in Education, commented on a sense of rejuvenation and a renewed enthusiasm for teaching upon return from a leave (87). The second approach allows teachers a mindless savings account of sorts. Jacobson and Kennedy state that DSLPs allow teachers to put aside 20% of their total salary over four years to fund for a year long leave at 80% pay during their fifth year (83). Because 20% of their salary being deferred every pay check and being automatically placed in an insured account held jointly by the board and the teacher (Jacobson and Kennedy 84), teachers have the opportunity to save their money without a constant action to undertake on their own. The process of deferring salary for a DSLP is a no stress deal for teachers.

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Combating Teacher Stress with Deferred Salary Leave Plans

Aileen Audette

AW: Humanities

The third approach involves teacher benefits and status. In Jacobson and Kennedys study on Canadian DSLPs they found that a teachers health and retirement benefits continued without interruption throughout a DSLPs duration (85). As well, a teachers sick leave accrual and accumulation are unaffected by the leave year, and the leave year counts as a year of experience toward seniority (Jacobson and Kennedy 85). Clearly this continuation of all the above lends a no stress sentiment to DSLPs. Such approaches allow stressed classroom teachers stress free steps towards much needed rejuvenating, self funded, beneficial sabbaticals. DSLPs are a proper way to combat stress. One may argue that there are other methods that can be taken to reduce stress. A reduction in class sizes could combat teacher stress just as well as a refreshing vacation from a DSLP. However, reductions in class sizes are not under the control of the classroom teacher. As stated earlier, one source of teacher stress stems from control of work environment. A teachers classroom is their domain to control and without that control stress can ensue. Friesen and Williams define lack of control over work environment as activities or situations in the teachers workplace over which the teacher has no control (26). A reduction is class size would not be a proper way to combat teacher stress. A reduction involves a situation and a needed action that the teacher has no control over, which in turn could raise stress levels. As well, why would we want to take DSLPs away when they reward teachers with the fruits of their own labour? DSLPs not only give teachers time off, but they also create a goal for teachers to accomplished and look back on. Not to mention DSLPs give teachers control over the process of salary deferral.

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Combating Teacher Stress with Deferred Salary Leave Plans

Aileen Audette

AW: Humanities

DSLPs involve the deferral of a portion of a teachers salary over a set amount of years. Thus this type of deferral implies that a teacher would be short on salary earned for however long the set amount of years is for. This type of salary shortage could place added stress on a teacher due to the fact that they would need to cut back on expenses. It has been previously stated that DSLPs are done in 4 over 5 plans. Jacobson and Kennedy found 4 over 5 plans to be most common (84), but other plans are available for those teachers who may be unable to afford a 4 over 5. DSLPs are individualized so that one teacher may be on a 4 over 5 plan, while another may be on a 2 over 3, while another may opt for a 6 over 7 (Jacobson and Sylvia Kennedy 84).These individualized plans create a safe zone for a teacher to choose what best suites their needs in order to avoid financial stress. Statistics show that the problem classroom teacher stress is growing. DSLPs are an effective way of combating teacher stress. However, if statistics continue to grow and the problem worsens, it will likely take more then one solution to cure a problem that could easily turn into a condition.

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Combating Teacher Stress with Deferred Salary Leave Plans

Aileen Audette

AW: Humanities

Works Cited

Borg, Mark G., and Richard J. Riding. Occupational Stress and Satisfaction in Teaching. British Educational Research Journal. 17.3 (1991): 263-281. JSTOR. University of Winnipeg Library. 17 Nov. 2008 <http://www.jstor.org/stable/1500739> Friesen, David., and Mary-Jo Williams. Organizational Stress among Teachers. Canadian Journal of Education / Revue canadienne de l'ducation. 10.1 (Winter. 1985): 13-34. JSTOR. University of Winnipeg Library. 17 Nov. 2008 <http://www.jstor.org/stable/1494827>

Jacobson, Stephen L., and Sylvia Kennedy. Deferred Salary Leaves in Education: A Canadian Alternative to Reductions in the Teaching Work Force. Educational Evaluation and Policy Analysis 14.1 (Spring. 1992): 83-87. JSTOR. University of Winnipeg Library. 03 Nov. 2008 <http://www.jstor.org/stable/1164529>.

Montgomery, Cameron., and Andr A. Rupp. A Meta-Analysis for Exploring the Diverse Causes and Effects of Stress in Teachers. Canadian Journal of Education / Revue canadienne de l'ducation. 28.3 (2005): 458-486. University of Winnipeg Library. 17 Nov. 2008 <http://www.jstor.org/stable/4126479>

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