10 Chapter 1 GENERAL INTRODUCTION In the first part of this introduction, I describe a series of observations that raised questions, followed by a theoretical and empirical underpinning of the questions discussed. With over three decades of experience in primary education, primarily in disadvantaged areas, of which 15 years as principal of an elementary school serving 700 pupils with a dedicated team of 80, I have witnessed a wide array of societal and educational developments that may increase teachers’ stress. An observation which has motivated me to study this topic further. The evolving landscape of a complex society has firmly entrenched itself in all aspects of primary education. An example of this is the rapid succession of digital advancements. Another is the noticeable rise in complex social themes such as diversity and inclusion, equal opportunities, environmental consciousness, and media education—each now integral to the elementary school curriculum. Moreover, educators must navigate shifting government and municipality regulations, such as the increased attention given to the consequences of growing poverty in families and the introduction of acts like the Appropriate Education Act (Primary Education Act, n.d.). This act aims to guarantee that all children, regardless of disabilities or learning and behavioral challenges, have access to education alongside their peers in regular schools. This necessitates increased differentiation in teaching methods and heightened specialization among teachers (Van Den Berg, 2020). In addition, society places greater emphasis on results and performance, heightening expectations of pupils and parents. Furthermore, the perception of the elementary school teaching profession has deteriorated, leading to a decline in social esteem for these educators (Algemene Onderwijsbond, 2020). This trend coincides with a growing teacher shortage, further straining those working in the field. Among other things, these developments have contributed to the stress that can be experienced in schools (Peeters et al., 2022). In addition to above mentioned societal pressures, I have also noted aspects that are more specific to the teachers themselves that may contribute to their stress levels. For instance, combining intensive days with pupils with non-lesson hours dedicated to preparation and meetings presents a significant challenge, especially since there has been a marked increase in administrative tasks as well (De Weerd et al., 2017). Additionally, I’ve noticed an increase in the range of challenges that pupils present, including the nuances of their behavior and a more intricate interplay of various issues they face. For instance, pupils today might exhibit a wider range of behaviors stemming from diverse backgrounds, experiences, and individual circumstances, such as socioeconomic factors, mental health concerns, or learning disabilities. These complexities
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