Workload, stress and job-satisfaction among Waldorf teachers

Abstract

Abstract. This study on the work-load of Waldorf teachers is based upon six narrative interviews, conducted using an open design. Drawing upon the methodology of “Grounded Theory” it proved possible to identify personal commitment to the principle of individual responsibility as the central condition for coping positively with the stresses and strains of teaching. This basic attitude promotes not only self-efficacy but also awareness of one’s own contribution to challenging situations. For individual responsibility to be effective within the context of a school it must be reflected and supported at all levels of school organisation.

Keywords: Waldorf teacher, stress management, responsibility, self-efficacy