ABSTRACT
In the last chapter I concluded that exposure to the heavy pressures identified in this book was responsible for the development of a sequence of behavioural, emotional, mental and physical reactions, if the pressures were significantly greater than teachers’ coping resources. But my research has also revealed considerable differences between teachers in their responses to similar experiences in school, for example, during reorganization and other major changes some teachers reported few signs of adverse reactions and gave several indications of positive responses such as an increased zest in their teaching. These results directed my attention to the strategies teachers use when they encounter heavy work pressures. I found that they were using a broad range of resources which I shall identify in this chapter as personal, interpersonal, organizational and community.
