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edures .... 26
Chapter Five Results and Analysis ....... 27
5.1 Demographic Variables ........ 27
5.2 Stressors Analysis..... 32
5.2.1 Results.... 32
5.2.2 Main Stressors.... 34
5.3 Discussion..... 41

Chapter Six Suggestions for Alleviating English Teachers’ Stress

Clark Leonard Hull explains, when needs are in jeopardy, the organism is in a state ofdrive. He viewed the drive as a stimulus, arising from a tissue need, which in turn stimulatesbehavior. Only when the needs to be met, stimulus does come to an end (Cen Guozhen, 1994).It can be seen that human’s stress results from the nervous states on account of the obstructingof needs. From the table above, it can be fingered out that when the needs cannot be met, apsychological tension status will appear, following with the phenomenon of pressure, jobburnout, anxiety, pessimism etc. To the contrary, when the needs to be met, individuals willbe in good mood, and then be optimistic and confident. That is why the key to coping withstress is satisfying English teachers’ needs.In the management of English teacher stress, we can divide teachers’ needs into fivecorresponding aspects on the basis of Maslow’s need theory. 1) Physiological needs containthe salary, housing, physical health, working condition, working hours, and so on. 2) Mentionof safety and security needs, employment guarantee, job security, endowment insurance,medical insurance, casualty insurance should be concluded.

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Conclusion

By means of the questionnaire done among 69 English teachers in rural junior middleschools in Henan province, the study has got the findings as below.
1) The present study suggests that 67.7% English teachers be categorized into the higherstress group.
2) Gender-wise analysis shows that male teachers are more stressed than female teachers.As the female teacher accounts the absolute majority, the number of male English teachersshould be increased.
3) It is revealed from the result that there are not enough young English teachers in ruralareas, and they are also the most stressful group. It is followed by the middle-age teachersfrom 30 to 45 years old. Besides, the older teachers who are more experienced may beadaptable to the environment and less stressful.
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Reference (omitted)

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