Perfectionism and Job Stress in Teachers

Abstract

The present research examined the association between dimensions of perfectionism and indices of job stress and perceptions of organizational support in teachers. A sample of 62 teachers completed measures of self-oriented, other-oriented, and socially prescribed perfectionism as assessed by the Multidimensional Perfectionism Scale. In addition, subjects completed the Teacher Stress Inventory and the Survey of Perceived Organizational Support. Measures of job satisfaction, job expectancy, and absenteeism were also obtained. The results indicated a pervasive positive association between socially prescribed perfectionism and various indices of teacher stress, including the intensity and frequency of professional distress, emotional manifestations, and physiological manifestations. A significant association was also detected between socially prescribed perfectionism and low job satisfaction. Self-oriented and other-oriented perfectionism dimensions were not correlated significantly with the measures of teacher stress. It is concluded that social expectations of perfectionism are highly relevant to an understanding of teacher stress. The results are discussed in terms of the practical implications of these data and directions for future research.

Keywords

Affiliated Institutions

• University of British Columbia CA
• York University CA

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