There are serious implications that result from prolonged distress. According to Sorenson, the failure “to adapt to stress can lead to the onset of depression, heart disease, stroke, cancer, immune disorders, and sexual dysfunction” (2007). Furthermore, stress may also lead to anxiety, tension, worrisome thoughts, dissatisfaction, nervous breakdowns, and burnout (Sorenson, 2007). Research also suggests people who ignore the early warning signs associated with stress believe that ignoring the issue will alleviate stress (Sorenson, 2007).
Although many people recognize the importance of having teacher stress management programs, the demands and academic commitments placed upon school administration makes such programs unlikely to be at the top of a school’s priority list (Kipps-Vaughan et al., 2012). However, it is critical to address teacher stress and burnout because it directly impacts student success, as “teacher stress and burnout can be barriers to learning for students” (Kipps-Vaughan et al., 2012).
I always believed pre-service educators need to be self-aware of their personal well-being from the early stages of their teaching careers. Regardless of our preparation, enthusiasm, knowledge, and passion, I believe our personal welfare is of utmost importance if we want to become the best teachers for our students. If we cannot take care of ourselves, how can we expect to be effective teachers for students? In a sense, I believe it is our professional obligation as educators to take care of ourselves to the best of our ability.