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When considering the impacts of educational change and teaching on

teachers, there is encountered a vast, often vaguely defined and over-lapping literature on such matters as teacher stress, teacher burn-out, teachermorale, teacher satisfaction and teacher motivation; a literature which hasexpanded commensurately with educational innovation and change in theperiod since the 1960s. Frequently these matters are also the subject of debateand discussion in the public arena, the media, in election campaigns and inteachers salary disputes.

Stress and its effective management are high on the agenda of many pri-mary and secondary schools in Britain today. It has been identified as a major

problem in nine out of ten workplaces (Warren and Towl, 1995), leading torising absenteeism and low morale among staff. This is particularly true ofschools. A raft of legislation, resulting from the Education Reform Act 1988,has advocated a locally managed approach to school governanance as part ofreform strategies intended to lead to improved student learning outcomes.Subsequent legislation (the Education Acts of 1992, 1993 and 1994) andamendments of the National Curriculum have meant that schools have beengoing through a period of continual governmentally imposed change. As aresult of the 1992 Act all schools are also subject to inspection once every six

years. The consequence of all this change is best summed up by the headteacher of an infants school in the study:

My post as head teacher of an infant school has changed dramatically sincethe passing of the 1988 Education Act. Political legislation has transformedthe nature and scale of my work, minimising my training experience whilstthrusting me rapidly forward into budgeting, computing, site management,risk management, etc, untrained and inexperienced.

Perspective on stress

In many countries teaching has been identified as one of the most stressfuloccupations. Studies in the United Kingdom have found typical rates ofapproximately one-third of teachers surveyed who have reported their jobas stressful or extremely stressful (Kyriacou, 1987; Gold and Roth, 1993).

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There is increasing concern and awareness among the teaching professionand teaching unions that their members are experiencing considerablestress. The Assistant Masters and Mistresses Association (AMMA, 1990)points out that Few would now dispute that teaching is a stressful profes-

sion, and it is widely acknowledged that the National Curriculum, LMS andother Education Reform Act developments are exacerbating an already tensesituation (p. 9).

Nattrass (1991), at the launch of the HSE 1991 report, defined stress as thenumber one health problem amongst teachers. The importance of this com-ment can be contextualised more readily when one reads that in the 1980sand 1990s the number of teachers leaving the profession through ill healthnearly trebled (Dunham, 1992). Retirements and drop-outs through ill healthnumbered 1,617 in 1979 and 4,123 in 1990, with steady yearly increases inthe early 1980s and a big increase since 1988. The total annual cost of stressto the education service has been estimated to be as high as 230 million.

Stress or stress-related illnesses are often cited as a reason for teacherstaking early retirement. Carvel and Macleod (1995) reported that recruitmentto the profession is failing to keep up with increasing stress-related earlyretirement. Anderson (1978) has suggested that there is frequently a highamount of stress-related illness in groups of people who are responsible forthe care of others, while Watts and Cooper (1992) state that the environmentin which people work can have a direct effect on their stress levels: Until stressis recognised fully as a specific and detrimental influence on health, individu-

als will continue to hide the truth from themselves and their employers, goingoff sick, and adopting poor and potentially fatal coping strategies (p. 49).

Occupational stress

Definitions of stress can range from Selyes (1956) physiologically baseddemand-response model to definitions which are interactional in nature(Cox, 1978). Also there are those definitions which view coping and controlas an integral factor in the perception of stress (Freeman, 1986; Fischer,

1986). For the purpose of this article an individuals experience of stress isconsidered to be entirely subjective and therefore dependent on that personsinterpretation and appraisal of a situation. Occupational stress is an impor-tant issue in the teaching profession because of the health problems andreduction in work performance effectiveness which can be its consequence(Quick and Quick, 1984). These can lead to poorer teaching performance,lowered self-esteem, poor job satisfaction, increased absenteeism, poordecision-making and bad judgement (Eckles, 1987; Quick and Quick, 1984).

Research approach

Our object in this research study with teachers from Manchester primary andsecondary schools was to identify major stressors in their schools. A qualita-tive approach was seen as an appropriate means of investigation in order to

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provide rich descriptions and explanations of situational influences. Qualita-tive research methodology also allows insight from the subjects view of whatis being studied, not simply from the researchers.

The qualitative paradigm which was considered to be the most appropriate

for our study was that of illuminative research (Parlett and Hamilton, 1985).This methodological approach, which is based on the grounded theory workof Glaser and Strauss (1967), encourages interpretive human skills and con-centrates on information gathering. The task is to provide a comprehensiveunderstanding of the complex reality or realities surrounding the pheno-menon under investigation, in this case teacher stress: in short, to illuminate.The primary concern of illuminative methodology is with description andinterpretation rather than with measurement and prediction. As an approp-riate paradigm we considered that the principles of illuminative researchcould be modified and adapted to suit our purpose, an approach which wehad adopted in a previous study (Brown and Ralph, 1992).

We began by conducting a series of detailed focus group discussions withteachers. A number of lines of investigation emerged, which led us to the cen-tral research issues those individual and whole-school factors in Manches-ter primary and secondary schools underlying teacher stress during a periodof rapid and intensive change in the education service.

Methods, techniques and data sources

The study was conducted over two academic years, 1997/98 and 1998/99.We began with an extensive data base of 100 teachers, derived from a seriesof participatory workshops with teachers in the Department of Education atthe University of Manchester and on school in-service training days, whichgave teachers the opportunity of articulating their thoughts in discussion withcolleagues in a non-threatening and supportive environment. Following themethodological approach of Kyriacou and Sutcliffe (1978), we asked thesingle question In general, how stressful do you find being a teacher in thisperiod of continuous change? We followed this up by visiting primary and

secondary schools in Manchester and conducting focused interviews with asample of teachers. The schools were typical of other schools in similar areas,given their limited resources, traditional organisational structures and man-agement hierarchies, demoralised staffs, ageing buildings and the demands ofextensive and rapid change.

The focused interviews took placed with twenty teachers in individualforty-five-minute sessions between September 1997 and September 1998,and were professionally transcribed; follow-up sessions were arranged asnecessary to clarify or extend teacher comments. Reviews of school and fac-

ulty documents provided additional information on how school staffs wereidentifying the causes of teacher stress. The aim of our research was toinvestigate the actual sources of stress and from that information to identifystrategies to improve organisational health. We interviewed teachers and alsoexamined school development plans.

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A source of concern for the researchers was that the original voices of theresearch subjects should reflect the social context in which their educationalpractices occurred. Therefore it was felt that voice should be given to theindividual perspective of the teachers concerned within the context of the

micro-politics of a shared educational environment. The work reported hererespects the original voices of the teachers involved in the research and letsthem speak for themselves, using the rich density of meaning of the directquotation, thus bringing into communal hearing voices that are often ignoredor have become silent in the micro-political realities of institutional life.

Within this first stage of the research an information profile of theteacher/school was assembled, using data collected from a number of areas,e.g. documentation, interviews, in-service training courses on stress manage-ment and visits to participating schools. In the early stages our investigationyielded a number of common incidents, recurring trends and issues whichwere raised in discussion; for example:

1 Internal versus external demands on teachers.2 Excessive work loads.3 Pupil attitudes and behaviour.4 The working environment and conditions.5 Lack of resources.6 Poor communication models.7 The rate and speed of change.

8 Poor management and organisation in schools.These we either observed for ourselves or heard about from teachers. Initialcategories were identified and a series of iterations followed, where we soughtto sharpen our categories to make certain that we had captured the key ideasexpressed and to reveal patterns of relationship between and among categories.

Subsequent stages of the research continued with the selection of a num-ber of such incidents, occurrences or groups of opinions, as topics for moresustained and intensive enquiry through ten further focused interviews. Ourquestioning became more focused and directed on those factors which

emerged as common. We then looked for patterns of cause and effect under-lying personal and organisational stress and attempted to set them in abroader explanatory context.

Research findings

Our findings indicated that certain work-related factors emerged as common,even though the causes of stress might be different for each individual teacheror group of teachers. Specific occupationally related factors were grouped

into eight clusters or factors:

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Teacherpupil relations

1 Class size and ability mix.2 Lack of discipline as perceived by teachers.3 Changes in pupil motivation and attitude.

4 Anxiety over test and examination results.5. Pupil disorganisation, which affects teacher organisation.6. Students expectations of staff as entertainers.7 Conflicts with difficult children.8 No escape from the children.

Lack of discipline appeared to be the overriding anxiety factor indicated here,coupled with poor pupil motivation and attitude. Concern was also expressedabout the escalation in conflicts with children in many classrooms who weremore likely than ever before to demonstrate challenging behaviour.

Pupils poor attitudes towards work and too heavy a work load have beengenerally found to be major sources of teacher stress (Kyriacou, 1987). Itwould seem to be the insidious day-to-day classroom interactions as a sourceof stress with their cumulative effect and not the occasional intense sourcesof stress that teachers are most concerned about. Daily interaction withpupils, including pupil behaviour problems which may occur while theteacher is completing routine educational and administrative tasks, as well ascoping with the individual demands of students more personal problems,were also reported as highly stressful.

Relations with colleagues

1 Uneven distribution of work loads.2 Personality clashes/differences.3 Poor systems of communication at every level.4 Lack of community spirit.5 Little or no social or academic interaction between different staff groupings.6 Poor interpersonal relations with colleagues.7 Insufficient support for new staff.

Obvious breakdowns in working relations with many colleagues were indi-cated in this factor. It appeared to be characterised by low levels of mutualunderstanding and tolerance, poor communication and lack of interpersonalskills leading to expressed feelings of isolation and even alienation. Suchinteractions with fellow professionals within the school are detrimental togood organisational health.

Relations with parents and the wider community

1 Parental pressure to achieve good results.2 The threat of performance management systems.3 Poor status and pay.

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4 Biased media coverage.5 Being obliged to accommodate unrealistic expectations.6 General societal cynicism about the role of teachers.7 Student examination success or failure perceived to be almost entirely the

responsibility of teachers.Interactions extending outside the school, including relations with the edu-cational system at local and national levels and perceptions of negative com-munity attitudes towards teachers individually and the teaching professionalgenerally, were a major stress factor.

Parents and the wider school community would appear to pose frequentstress-related problems for teachers. The general perception was that parentsoften held teachers in low esteem and had unrealistic expectations of whattheir children could achieve. This was sometimes exacerbated by what was

almost universally considered to be very biased media coverage of educa-tional issues. Stressors stemming from wider organisational and communityfactors reflect the feelings of people who have worked hard, feel committedto their jobs, their students and colleagues but feel trapped in a system whichoffers few incentives. Reduction of stress in this area requires greater recog-nition of these teachers efforts.

Innovation and change

1 Apparent lack of rationale behind the constant demands for change.2 Feelings of powerlessness and of failure.3 Lack of resources and information to facilitate change.4 Lack of role/goal clarity.5 Diversity of roles.6 The business of teaching is perceived as moving more and more out of the

control of classroom teachers.

Teachers reported bewilderment and angst at the scope and rate of changeand the diversity of roles with which they were having to cope, and in par-

ticular at the perceived irrationality behind it all.Some teachers reported a belief in an external locus of control and felt that

many things in their teaching lives were influenced primarily by luck, fate orpowerful others, usually the senior management team. There is some evidencein the literature that teachers with a belief in an external locus of controlreport more stress and may be more stress-prone (McIntyre, 1984; Kyriacouand Sutcliffe, 1979).

School management and administration

1 Little real involvement in decision-making and consultation processes.2 Poor overall school organisation.3 Poor models of communication4 Lack of appropriate training to meet new job demands.

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5 Poor technical and administrative support.6 Poor staff facilities for example, lack of personal work spaces and

storage areas.7 Build-up of work load/meetings at various times of the year which can

interfere with time spent on teaching and thus increase the sense ofdissatisfaction at not doing things properly.8 Limited opportunities for promotion.9 Too much paperwork generated by the senior management team.

10 Increased report writing required at all levels.11 Little understanding by managers of teachers who are feeling stressed or

exhibiting signs of stress.

School management and administration were reported as a major stressor byvirtually every teacher in our sample. They cited instances of the poor levels

of communication and distance in perception between senior managementteams and ordinary members of staff. Lack of support and resources, physi-cal, technical and moral, was mentioned, and it would appear that hierarchi-cal models of management are still very much a feature of life in many ofthe schools sampled, with little or no opportunity for many staff to contributeto decision making at any meaningful level.

Time factors

1 Increasing variety and number of tasks.2 Additional work demands outside normal school hours, which can lead

to conflict with family and friends.3 Frequency and ineffective organisation of meetings.4 Trivial tasks required to be done for no apparent good reason.5 Perceived overload of class cover due to staff absence through illness or

in-service training.6 Increased marking load.

Lack of time to do the job professionally was another major stressor reportedby our sample. Frustration was expressed with, in particular, the additionaldemands made on time outside work which impinged on family and personallife. It would appear that overall time and workload pressures, which arisefrom the sheer amount of work to be completed within a given period oftime, are extremely stressful.

School environments

1 Inappropriate classroom sizes.2 Constant sense of overcrowding: too many pupils and too few spaces.3 Old and poorly maintained buildings.4 General lack of cleanliness, particularly in toilets.5 General lack of environmental resources.

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The lack of a pleasant teaching and learning environment for both staff andpupils in may of the sample schools also contributed to feelings of stress.

Personal perceptions and feelings

1 Lack of time to talk.2 Constant feelings of guilt.3 Lack of a clear route for problem solving.4 Few positive strokes.5 The expectation by others that every problem has a quick and easy solu-

tion.6 Patronising attitudes on the part of management.7 Feeling constantly undervalued by the senior management team.8 Being bullied by senior management and peers.9 Lack of praise and incentives.

10 Feelings of inadequacy due to attempts to meet unrealistic targets.

Many students are obviously being taught by teachers whose competence isreduced because of high levels of stress. At a personal level, stress affects thegeneral health and well-being of the individual concerned, as is indicated inthe factor above. As well as being personally destructive, many of theseresponses are contrary to restructuring efforts. To be successful such effortsrequire increased levels of commitment to school goals (Fullan, 1993);

greater sensitivity by teachers to the diverse needs of their students and anexpanded and more flexible instructional repertoire (Murphy, 1991); morecollaborative working relations with fellow teachers (Liberman et al., 1988)as well as with students and parents (Connors and Epstein, 1994). The aboveresponses suggest that much work needs to be done at all school levels if theseconditions are to be met.

Our study confirmed the importance of considering both organisational andpersonal factors in any examination of teacher stress. It revealed also that it isthe relationship between the above factors which explains why many teach-

ers find it difficult to address what they increasingly perceive as the stigma ofstress. Similar to the work of Maslow (1954) on a hierarchy of needs, mostteachers say that organisational needs must be met before personal ones. Theyprefer to operate at the surface level, tinkering with and modifying traditionalpractices until school organisations give them the appropriate recognition andsupport. Teachers say they become more able to manage stress, however, evenin the face of organisational constraints, if they have a substantial voice indeciding and initiating stress management strategies. School senior manage-ment too share this concern.

We have attempted to communicate our research findings in a language thatis accessible to teachers, administrators and policy makers as well as to an aca-demic audience. Our intention is also to present the missing voice of teacherswith the clarity necessary for others to recognise their very real concern. Wefeel the need to emphasise the individual perspectives of teachers, as their

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voices are often ignored or have become silent in the turbulence, environ-ments which are a common characteristic of most English schools today. Afterour focused interview sessions the interviewees were asked to reflect on thekey issues raised and whether they felt it appropriate to return their written

reflections to the researchers. A number of teachers chose to make their voicesheard in this way, and we replicate some individual comments.Change issues emerged as a very significant factor in determining and

contributing to stress levels. Teachers, for instance, say that lack of time,professional development opportunities and funding can limit their interestin even thinking about change. Demands for change in such circumstancescan result in excessive stress for teachers. Mary, a teacher of some ten yearsexperience in a city-centre school, had this to say:

The current political situation and the insistence on getting back to tradi-

tional [Victorian!] values in teaching have greatly contributed to levels ofstress among my colleagues in school. Some of the changes which have beenintroduced since 1988 have looked positive at a superficial level and yet theoverall result has been the deskilling of many of my teacher colleagues andhas led to feelings of powerlessness and alienation in my school.

Contraction in school budgets in England has meant reduced opportuni-ties for personal and professional growth. Appointment to a senior post in aschool would usually be associated with expectations of change and growth,not with cut-backs and down-sizing. The following report from Eric, a senior

teacher in an urban secondary school, echoes the comments of may otherteachers in our survey:

When I become a senior teacher I expected to be given the opportunity tobe proactive and to introduce new ideas to the school. I expected to havesome time for creative thinking, to engage in philosophical discussion withcolleagues and to read educational journals and literature. Budget cuts, atboth national and local levels, interfered with my plans. I was unable todevelop myself or my colleagues and I found this very frustrating. I lost allenjoyment in my job and am now looking forward to taking early retirement.

Since the introduction of the Education Reform Act in 1988, and subsequenteducation Acts, teachers work loads have increased enormously. Some ofour sample teachers, in order to survive, had had to learn time managementand assertiveness skills. Pat, a male teacher in an urban school, was a typicalsurvivor:

As a teacher I find the major source of stress to be the work load. Not onlyis the volume of what one is expected to do increasing continuously, but alsowhat one is expected to do and when. Many additional demands come inthe form of administrative tasks to be completed at short notice as a matter

of relative urgency. While such work is perceived as important by managers,it is not by me, as it is not teaching.

Coping with stress requires refusal, prioritisation and subversive socialising.When I can say No to extra work I do so if it is not part of my job descrip-tion I will not do it. The work I must do I attempt to prioritise, tackling

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important and urgent work first. Finally, I indulge in a good gripe with closecolleagues as often as possible. This typically takes the form of contrastingthe work required of us by managers in a limited time with that required ofthem in more, and better-paid, time. Pointing up the hypocrisy and incom-petence of those in charge is very therapeutic.

David, a teacher of some four years experience in an inner-city secondaryschool, achieved an excellent first degree and is in his first job. Like manyothers in our sample, he is finding it difficult to cope, and even more difficultto express his feelings and fears with his colleagues. He says:

I hate getting up in the morning. The thought of having to face the year tenyet again fills one with despair. I cannot control them. They do not want tolearn. I am terrified that my colleagues will hear the noise and call me a fail-ure. I cant sleep at night and count the days to the end of term. I think it

would help to talk to somebody about my stress, but I think then I would belabelled as incompetent. There is so much stigma attached to admitting thatyou are stressed. Its an admission that you cant cope. If I said this and lostmy job, where would I get another one?

Discussion and conclusion

One theme above all has resonated through education internationally sincethe 1960s, and that is change. Change is, of course, a natural part of life andthere is no reason why educational employees, institutions or systems should

be immune to or protected from it. What is perhaps problematic aboutchange in education is the often conflicting motives and pressures and thevaried outcomes of attempts to facilitate change, outcomes which are notalways perceived as positive for teachers and schools. Changing educationmust inevitably mean changing teachers, or at least more pressure beingplaced upon them to change both themselves and their practices.

Having listened to teachers describe those factors which contribute to stressat both the personal and the organisational level, we found that conflictingviews about the nature and intensity of stress factors were common. Teachers

repeated the words stressed, tired, exhausted, frustrated and alienatedover and over again. What we found most strongly expressed in the many self-reports and interviews was that, in England at least, there appears to be a majorstigma attached to the idea of feeling stressed, and often our respondents wereafraid to discuss it for fear that it might indicate to colleagues and superiorsthat they were not up to the job. For example, we noted teachers concern notto let others know they were attending stress management courses. Ourresearch, thus far, suggests that there is still reluctance on the part of someteachers even to admit to themselves that they are experiencing stress.

One of the central issues to emerge is that individuals need to recognise andanalyse openly for themselves the signs and causes of stress at work, so remov-ing the real or imagined stigma attached to it. They then need to decide uponappropriate strategies for its management. These themes lead to a focus on theimportance of teachers voice as a bridge between organisational and personal

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stress reduction policies. Teachers voices need to be heard at the whole-schoollevel, and senior management teams need to adopt a considered approach tothe management of staff stress. Only an organisational approach can providethe appropriate help for all teachers (Brown and Ralph, 1992). This approach

will have implications for those who lead schools, as they, too, need to recog-nise that the acknowledgement of stress is not a sign of laziness, weakness orincompetence. Ordinary teachers need to be reassured that they will not loseprofessional esteem or promotional opportunities by admitting to it. Whatschools need is a coherent strategy that recognises the importance of stress asa crucial personnel management issue and thus incorporates stress-relatedissues into the school strategic development plan. There can be no instantcure for the high levels of stress which we find in many primary andsecondary schools today.

However, it is apparent that teaching staff are increasingly feeling inade-quate in the face of the rising expectations and greater responsibilities andwork loads being placed upon them. Commensurate with this situation is theperception that the general community does not value or appreciate, in eithersense of the word, what teachers and schools do. To some extent, teachershave been handed an impossible task, being expected to be the miracleworkers of modern society, an unrealistic expectation which ultimately resultsin guilt and strain when teachers and schools cannot deliver all that isdemanded of them. It seems imperative that there should be a reassessmentand redefinition of teachers work and school responsibility, not least becauseof what appears to be a looming teacher shortage in many countries (Dinham,1996). Other members of the community must reassume responsibility forsome of the expectations currently being shifted on to schools and teachers.

Those responsible for managing the education service at local levelmay have an added role to play in the co-ordination of programmes tohelp teachers identify and manage their stress. Our research suggests thatmost of the work which has been done thus far has concentrated on dealingwith the symptoms rather than removing the cause. We would welcome moreemphasis on encouraging teachers to formulate action plans, supported

by the necessary follow-up by the school or local education authority (SchoolDistrict) in pursuance of stress reduction policies. Managing stress is, inour opinion, a whole-school issue, and may well require a modification ofthe culture and attitudes in many schools and local education authorities(School Districts).

References

AMMA (1990),Managing Stress: guidelines for teachers, London: AMMA.

Anderson, R. A. (1978), Stress Power, New York: Human Services Press.Brown, M., and Ralph, S. (1992), Towards the identification of stress in teachers,Research in Education 48, 10310.

Carvel, J., and Macleod, D. (1995), Ministers face teachers shortage time bomb,Guardian, 12 December.

Connors, L. J., and Epstein, J. L. (1994), Taking Stock: views of teachers, parents and

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students on school, family and community partnerships in high schools. Report No.25, Center on Families, Communities, Schools and Childrens Learning.

Cox, T. (1978), Stress, London: Macmillan.Dinham, S. (1996), In loco grandparentis? The challenge of Australias ageing teacher

population,International Studies in Educational Administration 24 (1), 1630.

Dunham, J. (1992), Stress in Teaching, London: Routledge.Eckles, R. W. (1987), Stress: making friends with the enemy, Business Horizons,MarchApril, pp. 748.

Fisher, S. (1986), Stress and Strategy, London: Erlbaum.Freeman, A. (1986), Coping in Schools, unpublished dissertation, University of

Sheffield.Fullan, M. (1993), Change Forces: probing the depths of educational reform, London:

Falmer Press.Glaser, B., and Strauss, A. L. (1967), The Discovery of Grounded Theory: strategies

for qualitative research, Chicago: Aldine.Gold, Y., and Roth, R. A. (1993), Teachers Managing Stress and Preventing Burnout,

London: Falmer Press.Health and Safety Executive (1991), Managing Occupational Stress: a guide formanagers and teachers in the school sector, London: HMSO.

Kyriacou, C. (1987), Teacher stress and burnout: an international review, Educa-tional Research 29 (2), 14687.

Kyriacou, C., and Sutcliffe, J. (1978), Teacher stress: prevalence, sources andsystems,British Journal of Educational Psychology 48, 15967.

(1979), A note on teacher stress and locus of control, Journal of OccupationalPsychology 52, 2278.

Liberman, A., Saxl, E., and Miles, M. (1988), Teacher leadership, ideology and prac-tice, in A. Liberman (ed.),Building a Professional Culture in Schools, New York:

Teachers College Press, pp. 14866.Maslow, A. (1954),Motivation and Personality, New York: Harper.McIntyre, T. C. (1984), The relationship between locus of control and teacher

burnout,British Journal of Educational Psychology 54, 2358.Murphy, J. (1991), Restructuring Schools: capturing and assessing the phenomena,

New York: Teachers College Press.Nattras, S. (1991), Beating stress, Teachers Weekly 138, 7.Parlett, M., and Hamilton, D. (1985),Evaluation as Illumination: a new approach

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Quick, J. C., and Quick, J. D. (1984), Organisational Stress and PreventativeManagement

, New York: McGraw-Hill.Selye, H. (1956), The Stress of Life, New York: McGraw-Hill.Warren, E., and Towl, C. (1995), The Stress Workbook, London: Industrial Society.Watts, M., and Cooper, S. (1992),Relax: Dealing with Stress, London: BBC Books.

Address for correspondence

Dr Sue Ralph, Faculty of Education, University of Manchester, Oxford Road, Man-chester M13 9PL.E-mail [email protected].

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