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Stress Identifiers in a School Teacher's DISC Profile

The consultant has been providing courses to school teachers to help them understand behavioural testing and specifically the interpretation of Extended DISC Behavioural Assessments.

The staff of the schools she has been working with focus on working together effectively and efficiently with a view to eliminate communication challenges. This has had a very noticeable and positive effect on the teaching staff.

One outcome of one of the courses she conducted is interesting. The headmaster of the school concerned was reviewing the reports of his staff when he noticed that one of the new first year teacher’s reports indicated that she was experiencing significant stress.

A copy of the Profiles taken from the report is shown below.

The first thing the Headmaster identified was the suppression of the “S” trait (a stress indicator) and the focus on the teacher’s perception of the need to focus on her “I” characteristics.

However, the elevation of Profile II drew his attention to the fact that the teacher was also experiencing “pressure”.

When the headmaster interviewed the teacher concerned, she broke down in tears and admitted that she went home each night in tears because of the stress of her new job.

The headmaster admitted that without the Behavioural Assessment, he would never have been aware of the situation. Identifying the stress and pressure in the report allowed him to address the issue and provide counselling and help to the teacher. The final outcome was that the teacher settled down with a much more positive attitude and is now serving her class (and their parents!) much more effectively.

Had the staff member’s stress gone unnoticed, the results could be quite far-reaching and unnecessarily damaging in terms of cost and loss of productivity. The loss of a teacher in this case could put a school into damage control, as maybe 20-30 pupils (and their parents) are affected. How long could it take to replace a teacher and how much longer could it take for a replacement teacher to adjust to a

new school and pupils? Furthermore, how distressing could it be for the pupils to have to accept such a traumatic change, part way through the year?

In many cases, managers are simply not aware of stress or pressure situations as staff members will often work hard to suppress these emotions. This just doesn’t apply to stress and pressure and the same can be said for frustration, insecurity, uncertainty of role and other emotions. Extended DISC Assessments can identify these issues.