An Analysis Between Teacher Trust in the Principal and Teacher Burnout as Identified by Teachers in Selected Texas Public Schools PDF Download
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Author: Jason W. Ceyanes Publisher: ISBN: Category : Languages : en Pages :
Book Description
Developing trusting relationships and reducing teacher burnout are two pressing issues that principals and superintendents confront on a daily basis in public schools. With the increasing demands of state mandated testing, No Child Left Behind, and improving standards for all students, principals and superintendents need to understand the relationship between the factors that influence student performance and a positive learning environment. The purpose of this study was to analyze teacher trust in the principal and teacher burnout as identified by teachers in selected Texas public schools. In this study, a cross-tabulation of teacher burnout by teacher trust in the principal indicated a moderate to strong association between the two variables. The Pearson product-moment correlation produced a strong, positive correlation of 0.61 (p
Author: Jason W. Ceyanes Publisher: ISBN: Category : Languages : en Pages :
Book Description
Developing trusting relationships and reducing teacher burnout are two pressing issues that principals and superintendents confront on a daily basis in public schools. With the increasing demands of state mandated testing, No Child Left Behind, and improving standards for all students, principals and superintendents need to understand the relationship between the factors that influence student performance and a positive learning environment. The purpose of this study was to analyze teacher trust in the principal and teacher burnout as identified by teachers in selected Texas public schools. In this study, a cross-tabulation of teacher burnout by teacher trust in the principal indicated a moderate to strong association between the two variables. The Pearson product-moment correlation produced a strong, positive correlation of 0.61 (p
Author: Erin A. Singer Publisher: Emerald Group Publishing ISBN: 1803824158 Category : Education Languages : en Pages : 257
Book Description
Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions. .
Author: A. Gary Dworkin Publisher: SUNY Press ISBN: 9780887063497 Category : Education Languages : en Pages : 268
Book Description
This unique study is the first large-scale sociological analysis of teacher burnout, linking it with alienation, commitment, and turnover in the educational profession. In the process of doing so, Anthony Gary Dworkin uncovers some startling trends that challenge previous assumptions held by public school administrators. Urban public school districts spend up to several million dollars annually on programs intended to rekindle enthusiasm among their teachers, hoping thereby to reduce the turnover rates. They also assume that enthusiastic teachers will heighten student achievement. Yet data presented in Teacher Burnout in the Public Schools challenge these suppositions. Dworkins research shows teacher entrapment, rather than teacher turnover, as the greater problem in education today. Teachers are now more likely to spend their entire working lifetime disliking their careers (and sometimes their students), rather than quitting their jobs, and Dworkin proposes that principals, more than any other school personnel, can do much to break the functional linkage between school-related stress and teacher burnout. The authors findings also indicate that burned-out teachers pose a minimal threat to the achievement of most children, but that they do have an adverse impact on brighter students. Teacher Burnout in the Public Schools includes an inventory of supported propositions and three levels of policy recommendations. These important policy recommendations suggest substantial organizational changes in the nature of the training of public school teachers in the college educational curriculum, in the teacher employment and deployment practices of school districts, as well as in the administrative style of school principals.
Author: Colleen DeKlerk Publisher: ISBN: Category : Languages : en Pages : 0
Book Description
This explanatory mixed methods study explored the relationship between teachers' perceived trust in their principal and teacher burnout. This study also explores novice teachers' lived experience of trust in their principal and stress. Snowball sampling through a public Facebook post was used to gather participants during the 2019-2020 school year for an online survey. The survey was conducted using the Faculty Trust in Principal subscale of the Omnibus-T Scale and Maslach's Burnout Inventory for Educators to survey 165 Ontario teachers. Follow-up semi-structured interviews were conducted with three novice teachers within the first 5 years of their careers to outline their lived experiences and identify traits of principals that indicate trustworthiness. Results identified a negative correlation between trust in principal and emotional exhaustion, depersonalization, as well as a positive correlation between trust in principal and sense of personal accomplishment. Results also indicated a connection between increased faculty trust in principal when they had a shorter working relationship. The novice teachers interviewed perceive that principals can develop their trust through the individual consideration and idealized influence components of transformational leadership. Participants also identified principals reducing their workloads and trusting them as important components for trust development. Novice Ontario teachers identified stress due to high expectations, precarious employment, and the pressure to build a positive reputation as influencers in trust development.
Author: Alfred S. Alschuler Publisher: ISBN: Category : Education Languages : en Pages : 104
Book Description
This booklet presents articles that deal with identifying signs of stress and methods of reducing work-related stressors. An introductory article gives a summary of the causes, consequences, and cures of teacher stress and burnout. In articles on recognizing signs of stress, "Type A" and "Type B" personalities are examined, with implications for stressful behavior related to each type, and a case history of a teacher who was beaten by a student is given. Methods of overcoming job-related stress are suggested in eight articles: (1) "How Some Teachers Avoid Burnout"; (2) "The Nibble Method of Overcoming Stress"; (3) "Twenty Ways I Save Time"; (4) "How To Bring Forth The Relaxation Response"; (5) "How To Draw Vitality From Stress"; (6) "Six Steps to a Positive Addiction"; (7)"Positive Denial: The Case For Not Facing Reality"; and (8) "Conquering Common Stressors". A workshop guide is offered for reducing and preventing teacher burnout by establishing support groups, reducing stressors, changing perceptions of stressors, and improving coping abilities. Workshop roles of initiator, facilitator, and members are discussed. An annotated bibliography of twelve books about stress is included. (FG)
Author: Barbara L. Brock Publisher: Corwin Press ISBN: 9780803967939 Category : Education Languages : en Pages : 156
Book Description
This book offers a research-based, practical approach to recognizing, managing, and preventing teacher burnout. It provides a description of the origins and symptoms of burnout and a personality profile of teachers who are most susceptible to burnout. Organizational issues and administrative roles that contribute to burnout are identified, along with suggestions for improvement. There are eight chapters in two parts. Part 1, "The Burnout Syndrome," includes (1) "When the Flame Flickers: Recognizing Burnout," (2) "Flame Extinguishers: Sources of Burnout," and (3) "Smoldering Embers: The Cost of Burnout." Part 2, "Recovery and Prevention," includes (4) "Igniting the Flames: Revitalization Strategies," (5) "Guardian of the Flame: The Principal's Role," (6) "Tending the Flames: Supervision," (7) "Fuel for the Flame: Staff Development as Prevention," and (8) "Stoking the Fire: Improving the Workplace." (Contains 99 references.) (SM)
Author: Erin A. Singer Publisher: Emerald Group Publishing ISBN: 1803824174 Category : Education Languages : en Pages : 365
Book Description
Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions. .
Author: Shannon Marie Hood Publisher: ISBN: Category : Languages : en Pages : 135
Book Description
The teacher trust in clients construct embodies the collective level of teacher trust in students and parents. While teacher trust in clients has been recognized as a positive predictor of student achievement controlling for student demographics, previous studies have not tested the effect of teacher trust on student achievement in suburban elementary schools with large and diverse student populations. This study examined the relationship between teacher trust in clients and student achievement. It also examined collective teacher trust in relation to school demographics. The primary purpose of this study was to determine the relationship between teacher trust in students and parents in relationship to student achievement in reading and mathematics. The secondary purpose of the study was designed to determine if demographic variables had an impact on teacher trust and student achievement. The conceptual framework of trust was based on relationships within and between social groups. Using a sample of 10,464 students nested within 97 participating elementary schools with a large and diverse student populations located in suburban public school districts in South Texas, the researcher determined the level of teachers' trust in students and parents. Analysis indicated that teacher trust in students and parents reported higher levels of achievement on the Texas Assessment of Knowledge and Skills controlling for student ethnicity, economic disadvantaged status, prior achievement, and school size. The within school variance in mathematics achievement explained by the multilevel model was 46%, whereas the within school variance in reading achievement explained by the multilevel model was 24%. The results of the multilevel analysis revealed that between school variance in mathematics achievement explained by the multilevel model was 81%, while the between school variance in reading achievement explained by the multilevel model was 90%. Additionally, the multiple regression analysis indicated that only 72% of the variance in teacher trust was explained by student demographics. Thus, student achievement might be improved through systematic efforts to develop teacher trust in clients. The results of this study suggest improving relationships between teachers, students, and parents can have a positive impact on student performance in reading and mathematics achievement. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/149564
Author: Jason W. Ceyanes
Author: Jason W. Ceyanes
Author: Erin A. Singer
Author: 
Author: A. Gary Dworkin
Author: Colleen DeKlerk
Author: Alfred S. Alschuler
Author: Barbara L. Brock
Author: Erin A. Singer
Author: Shannon Marie Hood
Author: