Teacher stress and the management of accountability

Human Relations

Volumn 54, Issue 6, 2001, Pages 691-715

  Hepburn, Alexa ^a   Brown, Steven D ^b  

^a NOTTINGHAM TRENT UNIVERSITY   (United Kingdom)

^b LOUGHBOROUGH UNIVERSITY   (United Kingdom)

Author keywords

Accountability; Discursive psychology; Power; Teacher stress

Indexed keywords

EID: 0040481741     PISSN: 00187267     EISSN: None     Source Type: Journal    
DOI: 10.1177/0018726701546001     Document Type: Article

References (55)

1. Billig, M. Ideologies and beliefs. London: Sage, 1991.
2. Billig, M. Talking of the royal family. London: Routledge, 1992.
3. Billig, M., Condor, S., Edwards, D., Gane, M., Middleton, D.J. & Radley, A.R. Ideological dilemmas: A social psychology of everyday thinking. London: Sage, 1988.
4. Borg, M.G. Occupational stress in British educational settings: A review. Educational Psychology, 1990, 10, 103-26.
5. Briner, R. Stress: A modern myth? Newsletter of the Wessex and Wight Branch of The British Psychological Society, 1995, 13, 8-11.
6. Briner, R.B. & Reynolds, S. The costs, benefits, and limitations of organizational level stress interventions. Journal of Organizational Behaviour, 1999, 20, 647-64.
7. Brown, S.D. The textuality of stress: Drawing between scientific and everyday accounting. Journal of Health Psychology, 1996, 1(2), 173-93.
8. Brown, S.D. Stress as regimen: Critical readings of self-help literature. In C. Willig (Ed.), Applied discourse analysis: Social and psychological interventions. Buckingham: Open University Press, 1999.
9. Burnham, H. The study of adolescence. The Pedagogical Seminary, 1891, 1(2), 174-95.
10. Cole, M. & Walker, S. (Eds) Teaching and stress. Milton Keynes: Open University Press, 1989.
11. Cunningham, W.G. Teacher burnout - solutions for the 1980s: A review of the literature. Urban Review, 1983, 15, 37-51.
12. Daniels, K. Why aren't managers concerned about occupational stress? Work & Stress, 1996, 10(4), 352-66.
13. Drew, P. Conversation analysis: The sequential analysis of intersubjectivity in conversation. In J. Smith, R. Harré, L. van Langenhove & P. Stearns (Eds), Rethinking psychology, Vol. 2: Alternative methodologies. London: Sage, 1995.
14. Drew, P. & Holt, E. Complainable matters: The use of idiomatic expressions in making complaints. Social Problems, 1989, 35, 398-417.
15. Earnshaw, J. & Cooper, C.L. Employee stress litigation: The UK experience. Work & Stress, 1994, 8(4), 287-95.
16. Edwards, D. Discourse and cognition. London: Sage, 1997.
17. Edwards, D. & Potter, J. Discursive psychology. London: Sage, 1992.
18. Edwards, D. & Potter, J. Language and causation: A discursive action model of description and attribution. Psychological Review, 1993, 100, 23-41.
19. Graveling, R. When will stress's time come? Work & Stress, 1991, 5(4), 263-5.
20. Hepburn, A. Power lines: Derrida, discursive psychology and the management of accusations of teacher bullying. British Journal of Social Psychology, 2000, 39(4), 605-28.
21. Hinkle, L.E. The concept of 'stress' in the biological and social sciences. Science, Medicine and Man, 1973, 1(1), 31-48.
22. Hutchby, I. & Wooffitt, R. Conversation analysis: Principles, practices and applications. Cambridge: Polity, 1998.
23. Jefferson, G. An exercise in the transcription and analysis of laughter. In T. van Dijk (Ed.), Handbook of discourse analysis, Vol. 3. London: Academic Press, 1985.
24. Jefferson, G. List construction as a task and resource. In G. Psathas (Ed.), Interaction competence. Lanham, MD: University Press of America, 1990.
25. Jenkins, S. & Calhoun, J.F. Teacher stress: Issues and interventions. Psychology in the Schools, 1991, 28, 60-70.
26. Knights, D. & McCabe, D. 'What happens when the phone goes wild?': Staff, stress and the spaces for escape in a BPR telephone banking work regime. Journal of Management Studies, 1998, 35(2), 163-94.
27. Kyriacou, C. Teacher stress and burnout: An international review. Educational Research, 1987, 29(2), 146-52.
28. Kyriacou, C. & Sutcliffe, J. Teacher stress and satisfaction. Educational Research, 1979, 21(2), 89-96.
29. Latour, B. Science in action: How to follow scientists and engineers through society. Milton Keynes: Open University Press, 1987.
30. Lee, M. The lie of power: Empowerment as impotence. Human Relations, 1999, 52(2), 225-62.
31. Levinson, S.C. Pragmatics. Cambridge: Cambridge University Press, 1983.
32. McCormick, J. & Solman, R. The externalised nature of teachers' occupational stress and its association with job satisfaction. Work & Stress, 1992, 6(1), 33-44.
33. Mosso, A. Fatigue, 3rd edn. London: George Allen & Unwin, 1915[1903].
34. National Union of Schoolteachers/Union of Women Teachers (NASUWT) Conference resolutions, Scarborough, 13-17 April 1998. Available at http://www.teachersunion. org.uk, 1999.
35. National Union of Teachers (NUT) Workload, stress and workplace bullying. Available at http://www.teachers-org.uk, 1999.
36. Newton, T. Occupational stress and coping with stress: A critique. Human Relations, 1989, 42, 441-61.
37. Newton, T. with Handy, J. & Fineman, S. 'Managing' stress: Emotion and power at work. London: Sage, 1995.
38. Parker, M. & Slaughter, J. Management-by-stress: The team concept in the US auto indus-try. Science as Culture, 1990, 8(1), 27-58.
39. Pollack, K. On the nature of social stress: Production of a modern mythology. Social Science & Medicine, 1988, 26(2), 381-92.
40. Pomerantz, A.M. Extreme case formulations: a new way of legitimating claims. Human Studies, 1986, 9, 219-30.
41. Pomerantz, A.M. & Fehr, B.J. Conversation analysis: An approach to the study of social action as sense making practices. In T. A. van Dijk (Ed.), Discourse as social interaction. Discourse studies: A multidisciplinary introduction, Vol. 2. London: Sage, 1997.
42. Potter, J. Representing reality: Discourse, realism and social construction. London: Sage, 1996.
43. Potter, J. Discourse analysis as a way of analysing naturally occurring talk. In D. Silverman (Ed.), Qualitative research: Theory, method and practice. London: Sage, 1997.
44. Potter, J. Cognition as context (whose cognition?). Research on Language and Social Interaction, 1998, 31, 29-44.
45. Potter, J. & Mulkay, M. Scientists' interview talk: Interviews as a technique for revealing participants' interpretative practices. In M. Brenner, J. Brown & D. Canter (Eds), The research interview: Uses and approaches. London: Academic Press, 1985.
46. Potter, J. & Wetherell, M. Discourse analysis. In J. Smith, R. Harré & L. van Langenhove (Eds), Rethinking methods in psychology. London: Sage, 1995.
47. Proctor, J.L. & Alexander, D.A. Stress among primary teachers: Individuals in organisations. Stress Medicine, 1992, 8, 233-6.
48. Reynolds, S. & Briner, R. Stress management at work: With whom, for whom and to what ends? British Journal of Guidance and Counselling, 1994, 22(1), 75-89.
49. Rogers, W.A. Managing teacher stress. London: FT/Pitman, 1996.
50. Sheffield, D., Dobbie, D. & Carrol, D. Stress, social support, and psychological and physical wellbeing in secondary school teachers. Work & Stress, 1994, 8(3), 235-43.
51. Tesh, S. The politics of stress: The case of air-traffic control. International Journal of Health Services, 1984, 14(4), 569-87.
52. Theorell, T. On the end of the Swedish system of work. Work & Stress, 1993, 7(3), 201-2.
53. Travers, C.J. & Cooper, C.L. Teachers under pressure: Stress in the teaching profession. London: Routledge, 1996.
54. Wetherell, M., Stiven, H. & Potter, J. Unequal egalitarianism: A preliminary study of discourses concerning gender and employment opportunities. British Journal of Social Psychology, 1987, 26, 59-71.
55. Young, A. The discourse on stress and the reproduction of conventional knowledge. Social Science & Medicine, 1980, 14B, 133-46.