I agree - I think "burnout" may be a better way to situate the issue than stress.

I would also suggest investigating the literature on intensification of work - especially Stephen Ball's work, such as this article: http://www.tandfonline.com/doi/abs/10.1080/0268093022000043065#.VvB0WOIrLIU

Stress in the teacher-researchers' workplaces can be prevented or reduced through some work-oriented or organizational stress interventions. See the report provided in the link below:

http://www.irsst.qc.ca/media/documents/PubIRSST/R-577.pdf

Do not be afraid to say "No". 

For me that best way to reduce the stress is to move  for a COFFEE.

Do not park in your labelled parking bay so students will think that you are not on campus.

How to avoid stress for the teacher-researcher ?

Would like to suggest the following:

There is nos miraculous solution !!!!!

you had to control your self, and take it easy

nothing deserve to put your self in high stress, believe in your power and abilities

Psychologist have devoted considerable effort to the study of effective teaching in the 1960s and developed evidence based teaching procedures that are easy to use. These methods are also marked by reduced stress among students and teachers.

Basically, one has to understand that teaching is not an “art.” Rather, it involves a host of activities that lead to a final product (i.e., new learning).

One of the foremost teaching methods was developed by Robert Glaser, Ph.D. The model assumes that teachers should reduce the amount of time that it takes to learn. Rather than giving students no information or vague information about what to study, Glaser insisted on giving students clear and concrete Instructional Objectives. That means that advising students to “understand Shakespeare”, “appreciate Latin”, and “learn math” are not acceptable objectives. Rather, students must be told exactly what is expected. Consider the following:

Final Exam Objectives

1.      Summarize the literature regarding negative attribution bias and Conduct Disorder as reported by Dodge. Be sure to describe the subjects, measures, procedure, and outcomes.

2.     List the DSM 5 criteria and prevalence rates for Conduct Disorder as reported in the DSM 5.

3.     List 1 temperamental, 2 environmental, and 3 biological risk/prognostic factors that are associated with Conduct Disorder as reported in the DSM 5 and the Kazdin chapter.

4.     Describe Rachman’s concept of fear and the pathways through which fear may be acquired.

5.     Describe 5 lines of evidence in support of the conditioning theory of fear acquisition as reported by Rachman.

6.     Describe 6 lines of evidence against the conditioning theory of fear acquisition as reported by Rachman.

7.     Describe the revised theory of fear acquisition as reported by Rachman.

8.     List the criteria for Specific Phobia as stated in the DSM 5.

9.     Summarize the findings regarding the effects of traumatization on academic achievement as reported by Saigh.  Be sure to describe the subjects, measures, procedure, and outcomes.

10.  List the symptoms of Major Depressive Disorder, describe its prevalence, and describe the life course as indicated in the DSM-5.

11.  Describe 2 temperamental, 2 environmental, and 3 biological risk/prognostic factors major for MDD as indicated in the DSM-5, Birmaher, and Nelson and Israel.

12.  Describe the participants, measures, procedures, and outcomes of the Kennard (TADS) child depression treatment study.

13.  List 5 characteristics of culture bound syndromes as stated in the DSM 5.

14. Explain what delusions, hallucinations, disorganized thoughts, abnormal movements, reduced emotional expression, and avolition involve as these symptoms relate to schizophrenia.

The second phase of the Glaser model involves giving Formative Evaluations (tests) from time to time that reflect the objectives but do not count toward the course grade. The tests serve to let the teacher know how well students are learning and provide students with information about the quality of their work. The key here involves 100% correspondence between the course objective and the Formative Evaluation test items.

The third part of the model involves teacher behaviors to facilitate learning. Given that different lessons may require different teaching procedures, Glaser maintained that teaching activities could involve a variety of behaviors just as long as those behaviors correspond to the stated Objectives. That means lecturing, discussion, showing films, or a museum trip would be fine as long as these activities reflect the Objectives.

Finally, Glaser recognized that a final exam should occur. Here again, the exam should be directly based on the objectives. Preparing exams is relatively easy as all one has to do is generate test items based on the objectives.

Given this approach, teaching is markedly easier and students learn faster. It also leads to less test anxiety as students know exactly what is expected of them.

Philip Saigh, Ph.D.

Professor of Psychology & Education

Teachers College

Columbia University

1. Assess Your Stress Level

2. Schedule Time to Respond to Your Stress

3. Establish Realistic Goals

4. Focus on What You Can Control

5. Prioritize Your Health, Family Time, and Quality Sleep

Try to manage your time very efficiently