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Chapter Two Literature Review

2.1 Definitions of Stress
The earliest research about teachers’ stress was carried out by Kyriacou & Sutcliffe. By2001, Kyriacou has defined teacher stress as the experience by teachers’ unpleasant andnegative emotions, such as anger, anxiety, tension, frustration, depression, resulting fromsome aspects of their occupation as a teacher.Dunham proposed three ways to give a definition of stress in teaching. a) Theengineering model presents stress as the load or demand placed upon a person which exceedsthe ‘elastic limit’ of the individual’s capacity to adapt to it. b) The medical model focuses onphysiological and psychological responses, which can arise as a consequence of stress. Aplethora of symptoms, such as depression, tension, irritability, insomnia, loss of appetite, andweight loss, are essential components of the definition. c) The interactive model perceivesstress as interactive and situational. It recognizes that on one hand teaching as a professionand some schools in particular may exert pressures on teachers; while on the other hand,individual teachers react in different ways and bring a variety of adaptive resources to helpthem cope with those pressures.Domestic scholars also gave definitions of teachers’ stress. Chi Tiemei, for example,regarded teachers’ stress as the tension caused by teaching, which makes teachers unpleasantor negative.
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2.2 The Studies of Demographic Variables on Stress
The demographic variables refer to English teachers’ basic personal information, such asgender, age, years of teaching, qualification, teaching class, professional title and so on.The study in regard to relation between demographic variables and teacher stress gotinconsistent results. For instance, Laughlin, A. (1984) pointed out female teachers, youngteachers, untitled teachers got high pressure. But Borg&Riding, R.J (1991) had the oppositeresult, which was male teachers were more stressful. Our scholar Chenhua got the conclusionthat female teachers’ stress is lower than male teachers’. About teaching experience,Kyriacou&Sutchliffe regarded that there is no marked difference of stress and years ofteaching. Borg (1989) came to the conclusion that teachers with more experience sufferedhigher stress. Zhang Ling discovered teachers with 5-10 years of teaching experience were themost stressful group. It's normal to have different opinions. With regard to EFL (English as a Foreign Language) in particular, a study of a group ofEFL teachers has shown that the main sources of stress were lack of sufficient time, unwantedclassroom observations and poor relations with colleagues (Bress 2006).
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Chapter Three Theoretical Foundation ...... 17
3.1 Hypothesis of Maslow’s Hierarchy of Needs..... 17
3.2 Maslow’s Hierarchy of Needs .... 18
3.2.1 Physiological Needs....... 18
3.2.2 Security Needs ......... 18
3.2.3 Social Needs....... 19
3.2.4 Esteem Needs..... 19
3.2.5 Self-actualizing Needs ......... 19
3.3 The Development of Maslow’s Hierarchy of Needs ...... 20
3.4 The Application of Maslow’s Hierarchy of Needs.... 21
Chapter Four Research Design....... 23
4.1 Objectives ..... 23
4.2 Subjects......... 24
4.3 Instrument..... 24
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