Stress in a Career Transition: Toughness and Sensitivity in Mature-Age Males

Abstract

THIS paper documents stress associated with a career transition for mature-age, male tradespeople entering teaching as technology studies teachers in secondary schools. In a qualitative action research study, group support emerged as an essential means of stress relief, without which learning was severely impeded by inappropriate coping strategies. However, since self-disclosure about stress appeared to contravene a masculinist ideology of toughness, creating a supportive group was initially difficult It is argued that, if beginning teachers are to profit fully from their learning experiences and cope productively with stress throughout their professional lives, then stress management programs are vital components of teacher education courses. Yet such programs need to be flexible in accommodating diversity in biographies, attitudes and expectations, and thus stressors and concerns, with which various groups of beginning teachers enter such programs. Particular attention to the formation of group cultures conducive to self-disclosure and mutual support is required.