Teachers' experienced classroom demands and autonomic stress reactions : Results of a pilot study

Abstract

In order to examine relationships between teachers\' experienced classroom demands and autonomic stress reactions, we report results of a pilot study. Based on an integrative literature review we first identify and describe the following classroom demands: (1) missing rest periods, (2) time pressure, (3) pressure to get through the subject matter, (4) vocal strain, (5) uncertainness concerning subject matter, (6) uncertainness concerning didactical decisions, (7) achievement-related diversity in class, (8) lack of social appreciation, (9) disquietude and noise in class, (10) classroom disturbances, (11) behavioural problems of students, (12) insufficient skills and concentration of students, and (13) insufficient motivation and involvement of students. These identified categories of classroom demands are the basis for the empirical item identification and selection (study 1). The identified single-items were used in a single-case short-term longitudinal study where we examine relationships between classroom demands and autonomic stress reactions via first-order vector autoregressive VAR(1) modelling (study 2). The results are discussed regarding teaching and research implications.