Jack Dunham – författare

The stress involved in a career in teaching has increased considerably in recent years. In England and Wales the implementation of the Education Reform Act has led to a whole range of organisational and curricular changes to add to the existing pressures of discipline problems, poor working conditions and low pay. Anxiety, depression, relationship difficulties and even physical illness are just some of the symptoms that result.This established guide, now wholly updated for teachers and managers in the 1990s, shows how to recognize the signs of stress and how to develop strategies to control it. Its practical advice, field-tested in numberous workshops for teachers and heads, should help scholls to reduce pressures on their staff by the development of satisfactory whole-school policies and teachers to be more effective in the management of their own stress levels.

First Published in 2004. It is increasingly being recognised within the profession that those taking on the management of curricular or pastoral teams need specific training in the skills of management in order to tackle the complex responsibilities of the middle management role. However, this is an area in which there has tended to be a training gap. In this book, Jack Dunham makes a significant contribution towards redressing the balance and helps teachers to identify and develop the knowledge and skills needed to become effective middle managers in primary or secondary schools. He focuses on four main areas: staff management, management skills, professional development and change, and stress management. This book will be invaluable to all those seeking or already acting in the crucial middle management role in schools.

First Published in 2004. It is increasingly being recognised within the profession that those taking on the management of curricular or pastoral teams need specific training in the skills of management in order to tackle the complex responsibilities of the middle management role. However, this is an area in which there has tended to be a training gap. In this book, Jack Dunham makes a significant contribution towards redressing the balance and helps teachers to identify and develop the knowledge and skills needed to become effective middle managers in primary or secondary schools. He focuses on four main areas: staff management, management skills, professional development and change, and stress management. This book will be invaluable to all those seeking or already acting in the crucial middle management role in schools.

First published in 1971 The Nylon Spinners presents one of the few detailed and firsthand studies of the impact of productivity bargaining on the shop floor and makes an important contribution to the social and psychological understanding of human behaviour. Productivity bargaining has moved far beyond its earlier preoccupation with the wage-effort bargain. It is becoming increasingly apparent that it may have profound direct effects on the attitudes and expertise of managers, on the institutions and climate of industrial relations, and on the motivations and satisfactions of operatives. The problems of industrial relations are not the primary focus of this study. But the growing recognition of the gap between the formal and informal systems on the shop floor, and of the limitations of managerial control, emphasizes the importance of a deeper understanding of industrial behaviour. What motivates men not simply to go to work but to work to the best of their ability? This book is essential for students of the behavioral sciences, industrial relations, labour economics and economics in general.

First published in 1971 The Nylon Spinners presents one of the few detailed and firsthand studies of the impact of productivity bargaining on the shop floor and makes an important contribution to the social and psychological understanding of human behaviour. Productivity bargaining has moved far beyond its earlier preoccupation with the wage-effort bargain. It is becoming increasingly apparent that it may have profound direct effects on the attitudes and expertise of managers, on the institutions and climate of industrial relations, and on the motivations and satisfactions of operatives. The problems of industrial relations are not the primary focus of this study. But the growing recognition of the gap between the formal and informal systems on the shop floor, and of the limitations of managerial control, emphasizes the importance of a deeper understanding of industrial behaviour. What motivates men not simply to go to work but to work to the best of their ability? This book is essential for students of the behavioral sciences, industrial relations, labour economics and economics in general.

The stress involved in a career in teaching has increased considerably in recent years. In England and Wales the implementation of the Education Reform Act has led to a whole range of organisational and curricular changes to add to the existing pressures of discipline problems, poor working conditions and low pay. Anxiety, depression, relationship difficulties and even physical illness are just some of the symptoms that result. This established guide, now wholly updated for teachers and managers in the 1990s, shows how to recognize the signs of stress and how to develop strategies to control it. Its practical advice, field-tested in numerous workshops for teachers and heads, should help schools to reduce pressures on their staff by the development of satisfactory whole-school policies and teachers to be more effective in the management of their own stress levels.

Examines the stress in teaching multidisciplinary concept broad enough to include physiological, psychological, organisational and legal perspectives. The editors see stress in teaching as an interactionist concept - a complex and sometimes pracarious balance between perceived work pressures, coping strategies and stress reactions. The early chapters in the book refelct this view and make contributions to understanding the causes and costs of stress in teaching. The authors of these chapters come, collectively, to the conclusion that there is an alarmingly low level of job satisfaction in taching and that turnover intentions appear to be on the increase. This pessimistic view is challenged in later chapters by professionals working in the filed of stress management. These contributions highlight the danger of focusing stress research and management. These contributions highlight the danger of focusing stress research and management strategies on the individual rather than the organization, and report the authors' "hands on" knowledge of teacher support teams and workshop and whole-school approaches to diminishing the causes and costs of teacher stress and improving training and career development. The concluding chapters demonstrate the editors belief that useful insights for workers in the education service can be gained fromstudies of workplace stress in other occupations.