Stress and Illness Behavior among Urban Public School Teachers

Abstract

Using a sample of 291 respondents from a teachers' union in a large urban district, this study tested a series of hypotheses concerning the relationships among job stress associated with teaching, stress-induced illness behavior, and social support by principals and co-workers. Illness increases as job stress increases, except that teachers assigned to schools where the principal is seen as supportive are significantly less likely to report stress-induced illness behavior than teachers in schools where the principal is seen as unsupportive. Supportive co-workers have no effect upon stress-induced illness behavior, nor is there a statistical interaction effect between principals and co-workers. Policy implications for reducing illness and absenteeism are noted.