Author: Sue Ellen Johannsen Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 128
Book Description
Author's abstract: Teacher attrition is a serious issue facing school administrators today. In order to implement effective educational programs, schools need experienced teachers who are equipped to deal with such challenges. In response to increased work demands, and the challenge of educating a diverse student population, many teachers are leaving the field of education, citing stress as a primary reason for leaving. Stress factors cited most often include inadequate salaries, work overload, curriculum concerns stemming from federal, state and local mandates, lack of shared decision making and unsatisfactory relationships with stakeholders. The researcher sought to compare the stress factors experienced by teachers to determine if there is a link between gender, grade level taught, years of teaching experience and teacher perceptions of the work factors that contribute to stress. Understanding the specific factors that cause work-related stress among each group of certified teachers will provide appropriate direction in planning future professional development and induction programs to best meet the needs of all teachers. Teacher responses to a survey regarding the factors that cause or mitigate occupational stress were analyzed. A correlation study identified no differences in stress based upon years of teaching experience and an Independent T Test showed no differences in stress based on gender. An Analysis of Variance did detect a difference in the degree of teacher stress based on grade level taught. The researcher has concluded from this study that teachers exhibit a moderate degree of occupational stress. Stress is present among teachers at all levels of experience, though differences exist in stress levels based on length of service or based on gender. Differences in stress levels were identified based on grade level taught, with elementary school teachers exhibiting higher levels of stress than did middle school or high school teachers.
Author: Teresa Mendonça McIntyre Publisher: Springer ISBN: 3319530534 Category : Psychology Languages : en Pages : 522
Book Description
This book brings together the most current thinking and research on educator stress and how education systems can support quality teachers and quality education. It adopts an occupational health perspective to examine the problem of educator stress and presents theory-driven intervention strategies to reduce stress load and support educator resilience and healthy school organizations. The book provides an international perspective on key challenges facing educators such as teacher stress, teacher retention, training effective teachers, teacher accountability, cyber-bullying in schools, and developing healthy school systems. Divided into four parts, the book starts out by introducing and defining the problem of educator stress internationally and examining educator stress in the context of school, education system, and education policy factors. Part I includes chapters on educator mental health and well-being, stress-related biological vulnerabilities, the relation of stress to teaching self-efficacy, turnover in charter schools, and the role of culture in educator stress. Part II reviews the main conceptual models that explain educator stress while applying an occupational health framework to education contexts which stresses the role of organizational factors, including work organization and work practices. It ends with a proposal of a dynamic integrative theory of educator stress, which highlights the changing nature of educator stress with time and context. Part III starts with the definition of what constitute healthy school organizations as a backdrop to the following chapters which review the application of occupational health psychology theories and intervention approaches to reducing educator stress, promoting teacher resources and developing healthy school systems. Chapters include interventions at the individual, individual-organizational interface and organizational levels. Part III ends with a chapter addressing cyber-bullying, a new challenge affecting schools and teachers. Part IV discusses the implications for research, practice and policy in education, including teacher training and development. In addition, it presents a review of methodological issues facing researchers on educator stress and identifies future trends for research on this topic, including the use of ecological momentary assessment in educator stress research. The editors’ concluding comments reflect upon the application of an occupational health perspective to advance research, practice and policy directed at reducing stress in educators, and promoting teacher and school well-being.
Author: Cheryl J. Travers Publisher: Psychology Press ISBN: 0415094844 Category : Teachers Languages : en Pages : 242
Book Description
Most teachers now find that they experience stress at some point during their careers. The findings of this report, commissioned by the NASUWT, examine the problem of teacher stress and offers some hope and advice for those who experience it.
Author: Dr. Ashok Kumar & Dr. S. Madialagan Publisher: Lulu Publication ISBN: 1716066344 Category : Art Languages : en Pages : 181
Book Description
Introduction In everyday life, working class people come across many situations where they have to cope with many situations and conditions, putting them in a lot of stress. Stress has become an inevitable part of human life in modern times. It is becoming a global phenomenon affecting all genres of people. The optimum level of occupational stress poses a risk to most organizations. “Teachers in particular not only have the stress of dealing with so many diverse children on a day to day basis; they are also entitled with educating and helping to mold these children into productive members of society. With rules, regulations, guidelines and performance expectations can induce very high levels of stress; the job can be demanding and has hardly any relief. Quite often teachers must take their work home overnight or on the weekends in order to be prepared for the next class or session on the field, or the teachers will have to score the test given to the children, in free time, which is possible only when he/she gets home. The traditional summer break that so many teachers once looked forward to, has began to reduce over the past few years, as well with most schools beginning to adopt block schedules which require yearlong school sessions with no more than nine week vacation period”(Kaur, 2011).
Author: John Stoneburner Publisher: ISBN: Category : Languages : en Pages : 127
Book Description
Teach For America is the largest supplier of novice educators in the United States as well as the largest postgraduate employment provider in the country. It is renowned for its unorthodox approach to teacher education, with the Summer Institute at the heart of its training model. The five-week, accelerated program is designed to prepare new recruits for their full-time teaching positions in the fall. Prevailing research on new teacher experiences, adult transitions, and teacher occupational stressors shows that teaching, especially in its early stages, is stressful. This empirical study explored self-perceptions of participant stress at Summer Institute, the coping responses employed by participants at Summer Institute, and the variation of experience by sociodemographic group. The mixed-method design included pre-and post assessments to understand stress and coping responses at Summer Institute. To establish a baseline of perceived stress and occupational stress factors, I administered the 10-item Perceived Stress Inventory (PSS10) and a modified teacher occupational stress inventory to 98 participants from Teach For America Los Angeles prior to their engagement with Summer Institute. Upon completion of Summer Institute, participants completed the PSS10, the occupational stress inventory, and the Coping Responses Inventory (CRI). I used socioeconomic background, race, and graduation year as variables for analysis. Based on participants' responses, I categorized them into subgroups by stress level and coping ability. Qualitative reflections from 16 participants with high/low stress and coping combinations provided further insight into trends from the quantitative data. Data from the pre-and post assessments revealed that perceived stress significantly increased during Summer Institute. Before the institute, participants anticipated that the workload and their relationships with students and other teachers would be the most stressful aspects of Summer Institute. Following the institute, they reported that workload and financial security were actually the most stressful factors. Participants from low-income backgrounds reported significantly higher levels of both anticipated and experienced occupational stressors. People of color and individuals from low-income backgrounds reported significantly higher levels of stress related to working with Summer Institute staff than their White peers and peers who did not identify as coming from low-income backgrounds, respectively. Additionally, participants from low-income backgrounds reported significantly higher levels of stress about working with students and about their financial security when compared to their White peers. Qualitative data confirmed the influence of task overload on stress and revealed that interpersonal conflicts seemed to be the most challenging and lasting form of stress for participants. Clashes in ideology and worldview were reported to be at the root of the most stressful moments at Summer Institute, typically materializing along racial lines. The findings from this dissertation can inform all teacher preparation programs but especially Teach For America about ways to improve new teacher training and development and bolster teacher wellbeing. Specifically, steps can be taken to better support new teachers in understanding how to anticipate and respond to stressors that may impede their ability to engage meaningfully in professional development. Investing time and energy in wellbeing for new teachers at the start of their careers could help ameliorate current challenges with teacher retention and job satisfaction.
Author: Sue Ellen Johannsen
Author: Raymond V. D'Arienzo
Author: Ernestine Hart Clark
Author: Teresa Mendonça McIntyre
Author: Dorthy Cowart McGehee
Author: Cheryl J. Travers
Author: Dr. Ashok Kumar & Dr. S. Madialagan
Author: Margaret Ann Bowen
Author: John Stoneburner
Author: Michael J. Fimian