title: The effects of human relations training on reported teacher stress, pupil control ideology and locus of control.
abstract: BACKGROUND
  This study presents the reported outcomes of a two-year, part-time Masters' programme in human relations using an experiential learning methodology based mainly on humanistic psychological theory.
  
  
  OBJECTIVE
  The following hypotheses were examined. That as a result of the two-year programme: the experience of reported stress would be reduced; reported attitudes to student classroom control would shift from custodial to humanistic; there would be an increase in reports from participants of a sense of control over their lives; changes of behaviour in work, social settings and at home related to these three variables would be reported.
  
  
  METHODS
  Involved in the study were 42 experienced teachers. These included 32 women and 10 men, with an average age of 35, who worked in a wide range of educational institutions. Their learning style preferences were also considered as independent variables. A control group of 42 was established with similar demographic characteristics.
  
  
  METHODS
  Prior to the course, the experimental group and the control group were given the Maslach Burnout Inventory and the Pupil Control Ideology Form. In the early stages of the course, the experimental group completed the Kolb Learning Style Inventory and an informal measure of locus of control which was repeated at the end of the first year of the course. A sample of 32 from the experimental group were given semi-structured interviews relating to changes in their professional and personal lives.
  
  
  RESULTS
  The results indicated that, following the training, there was a reduction in reported stress, indications of a more humanistic orientation towards pupil control and an increase in a sense of an internal locus of control. The quantitative data were confirmed by qualitative data generated from semi-structured interviews, which involved substantial reports of applications of the training in their professional and personal lives.
  
  
  CONCLUSIONS
  These results provide support for including experiential human relations training as part of both the in-service and initial teacher training programmes.
authors.affiliation: Department of Education, University of Nottingham, UK.
authors.forename: E
authors.initials: E
authors.lastname: Hall
authors.forename: C
authors.initials: C
authors.lastname: Hall
authors.forename: R
authors.initials: R
authors.lastname: Abaci
mesh_terms: D000328:Adult; D005260:Female; D006801:Humans; D007389:Internal-External Control; D007398:Interpersonal Relations; D008297:Male; D013315:Stress, Psychological / Q000523:psychology*; D013663:Teaching