Download or read book Teacher Stress Inventory written by Michael J. Fimian and published by John Wiley & Sons. This book was released on 1988-01-01 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Measuring Teacher Stress in At risk Schools written by Anne Garland Harvell and published by . This book was released on 1989 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Understanding Teacher Stress and Wellbeing at Teach For America s Summer Institute written by John Stoneburner and published by . This book was released on 2018 with total page 127 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Teacher Stress Encountered by Hong Kong Secondary and Primary School Teachers written by Yee-Mei Loretta Lam and published by . This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "Teacher Stress Encountered by Hong Kong Secondary and Primary School Teachers: Similarity and Disparity" by Yee-mei, Loretta, Lam, 林綺薇, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: ********************************************************************* Abstract Research on teacher stress has become a major area of international research interest. This study begins with a quantitative research of teacher stress on primary and secondary schools in Hong Kong using a self-reported questionnaire, adapted from three well-known inventories on stress, i.e. the Teacher Stress Inventory, the Maslach Burnout Inventory, and the Barksdale Personal Stress Evaluation. Results of the quantitative research reveal that there are no significance between teacher stress and the demographic variables. Nonetheless, it reveals that overload is the major dimension of stress, and this factor is further investigated by a subsequent qualitative investigation in this study. Results confirmed that work overload was one of the main factors for teacher stress in the Hong Kong schools. The qualitative research also reveals major similarities as well as disparities on stress experienced between the primary teachers and their secondary counterparts in the Hong Kong context. ********************************************************************* 5 DOI: 10.5353/th_b3759867 Subjects: High school teachers - Job stress - China - Hong Kong Elementary school teachers - Job stress - China - Hong Kong
Download or read book Understanding Teacher Stress in an Age of Accountability written by Richard Lambert and published by IAP. This book was released on 2006-03-01 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: School districts today face increasing calls for accountability during a time when budgets are stretched and students’ needs have become increasingly complex. The teacher’s responsibility is to educate younger people, but now more than ever, teachers face demands on a variety of fronts. In addition to teaching academic content, schools are responsible for students’ performance on state-wide tests. They are also asked to play an increasingly larger role in children’s well-being, including their nutritional needs and social and emotional welfare. Teachers have shown themselves to be more than capable of taking up such challenges, but what price is paid for the increasing demands we are placing on our schools? Understanding Teacher Stress in an Age of Accountability is about the nature of teachers stress and the resources they can employ to cope with it. Accountability is a two-way street and the authors in this volume suggest remedies for reducing teacher stress and in all likelihood increasing student learning—greater administrative support, more and better instructional materials, specialized resources targeted at demanding children, parental support, and professional recognition. Readers will discover that lack of funding, low pay, concerns about academic performance and student misbehavior, and increased public and governmental scrutiny are not exclusive to the United States. In this volume, the third in a series on Research on Stress and Coping in Education, authors from Australia, Turkey, Malaysia, and the Netherlands sound the same alarms, post the same warnings, and draw similarly disturbing conclusions.
Download or read book A Causal comparative Study of Teachers Stress in Kanabec Country MN While Teaching During the COVID 19 Pandemic written by Sara Miller (Ed.D.) and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative causal-comparative study focused on different subscales of stress among teachers in Kanabec County, MN, who taught during the COVID-19 pandemic. Teachers' stress levels were compared among three groups (general education, special education, and specialist teachers), elementary versus high school teachers, and teachers' experience levels. In addition, teachers' overall composite scores from the three different school districts (Braham, Ogilvie, and Mora) in Kanabec County were analyzed. An adapted Teacher Stress Inventory (TSI) was used to gather data on the 10 subscales correlated with teacher stress. The TSI was sent out digitally to all teachers residing in Kanabec County with the approval of the superintendents from each school. Data were analyzed using independent t tests and ANOVA tests to determine differences between the teaching groups and school districts. There were three subscales (professional distress, cardiovascular manifestation, and work-related stressors) that showed statistically significant differences when comparing general education teachers with specialist and special education teachers.
Download or read book Instrumentation in Education written by Lloyd Bishop and published by Taylor & Francis. This book was released on 1993 with total page 370 pages. Available in PDF, EPUB and Kindle. Book excerpt: First Published in 1993. Routledge is an imprint of Taylor & Francis, an informa company.
Download or read book Cultivating and Keeping Committed Special Education Teachers written by Bonnie S. Billingsley and published by Corwin Press. This book was released on 2005-03-10 with total page 265 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improve teacher retention by understanding and supporting the work of special education teachers! Are you concerned about special education teacher attrition? Do you wonder about how to meet the demand for highly qualified special educators? This book highlights the problems that drive many special educators out of teaching and outlines practical recommendations that leaders can use to increase retention. Drawing on field experience as well as research findings, Billingsley provides a comprehensive framework for supporting special educators. Cultivating and Keeping Committed Special Education Teachers provides effective ways to: Recruit and hire qualified special educators Provide responsive induction programs for new teachers Design effective professional development opportunities Create inclusive and collaborative schools Provide reasonable work assignments and reduce paperwork Promote wellness by reducing stress This book emphasizes the important role that principals play in supporting special educators and how they can make a difference in what special educators accomplish in their schools. Numerous assessments, tools, and resources are included to help leaders, mentors, and teachers improve the conditions of special education teaching.
Download or read book An Investigation Into the Physical and Psychological Stress Factors that Elementary Teachers Experience written by Lisa De Angelis and published by . This book was released on 2001 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The prlmaiy objective of this study was to Identify and describe the physical and psychological stress factors that elementary school teachers experience and how teachers cope with stress. A secondary objective was to offer boards and teachers potential coping strategies counteracting stress and the effects of stress. The sample consisted of 120 elementaiy teachers from southern Ontario. Ten elementaiy schools were randomly chosen. The Teacher Stress Inventory questionnaire (Flmian, 1989) was used. Data were analyzed using a variety of statistics. Test norms and interpretations were performed based on standard results obtained from the author of the questionnaire (Flmian, 1988). Overall, the results indicated that work-related stressors were the main factor for teacher stress. This Included such factors as caseload/class is too big, too much administrative paperwork, and having little time to prepare lessons. Implications for further research and practical suggestions for further reseairch are discussed. Also a variety of recommendations to boards and for individual use are discussed. Some recommendations are having counselling available for teachers, workshops on how to handle stress, and learning how to breathe and using calm visualization.
Download or read book Teacher Burnout written by Alfred S. Alschuler and published by . This book was released on 1980 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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)
Download or read book International Perspectives on Teacher Stress written by Christopher McCarthy and published by IAP. This book was released on 2012-10-01 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is the latest volume in the Research on Stress and Coping in Education series. The authors present original research and current theory regarding the realities of coping with the stresses of teaching. The chapters highlight working conditions for teachers around the globe and the processes and strategies that teachers use to survive and thrive in their daily work with students, families, and educational administrators. Both stress researchers and educational policy makers will find the chapters offer insights into sources of stress for teachers, strategies for stress prevention and coping, and the negative consequences that stress can have on teacher retention. Researchers from Norway, Turkey, Greece, the United States, the Netherlands, Germany, Russia, Italy, and China illustrate through a variety of research methods both the centrality of cultural context and the commonalities of teacher experiences around the world.
Download or read book Validation of the Teacher Stress Inventory TSI in a South African Context written by Susanna Maria Boshoff and published by . This book was released on 2011 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher Stress Inventory (TSI) -- Validation -- Reliability -- Validity -- South African context -- Stress -- Psychological well-being -- Validering -- Betroubaarheid -- Geldigheid -- Suid-Afrikaanse konteks -- Stres -- Psigologiese welstand.
Download or read book Teacher Burnout in the Public Schools written by Anthony Gary Dworkin and published by SUNY Press. This book was released on 1987-01-01 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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. Dworkin's 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 author's 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.
Download or read book Educator Stress written by Teresa Mendonça McIntyre and published by Springer. This book was released on 2017-08-28 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Teacher Stress written by Marita Moll and published by . This book was released on 1982 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: This bibliography contains 387 references on the subject of teacher stress appearing in sources between January 1977 and April 1982. The definition of stress was expanded to include items on burnout, alienation, morale, and job satisfaction to provide a more complete list of references on factors contributing to the problem of stress. The sources consulted in preparing this bibliography include: (1) Bibliographie du Quebec; (2) British Education Index; (3) Canadian Books in Print; (4) Canadian Education Index; (5) Current Index to Journals in Education; (6) Directory of Education Studies in Canada; (7) Educational Administration Abstracts; (8) Onteris (Ont. Ministry of Education); (9) Radar; (10) Resources in Education; and (11) Subject Guide to Books in Print. References include books, articles, and theses. (Author/JD)
Download or read book Identifying Elementary Teachers Stressors and Their Coping Strategies as a Means to Determine Whether Stress Has Been Managed in the Workplace written by Marie Joseph Sili and published by . This book was released on 2014 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many studies revealed that teaching was an extremely stressful professional, and that teacher stress being emotional and/or physical was an increasing problem. Therefore, the study used a quantitative survey design to investigate the main sources of stress among Lebanese elementary school teachers, and to determine whether there was a relationship between elementary teachers stressors and emotion-focused coping and whether there was a relationship between elementary teachers stressors and problem-focused coping strategies. The study involved 30 teachers who worked in a private school in Keserwen, Lebanon. Two instruments were used to conduct the study: the Teacher Stress Inventory (Fimian, 1998) and the Brief Cope (Carver, 1997). The results revealed that the main sources of stress among the participants were work-related stressors and time management. The teachers who had a B.A. did not experience more stress that those who had an M.A. Moreover, the participants who had 1-15 years of teaching experience did not face more stress that those who had 16-30 years of experience. Finally, the findings showed that the relationship between elementary teachers stressors and emotion-focused coping strategies was moderate, while the relationship between those teachers stressors and problem-focused coping strategies were weak. More specifically, the participants were not able to cope with the different types of stressors (time management, work-related stressors, and professional investment). They were only trying to cope with professional distress by using emotion-focused coping, and with discipline and motivation by using problem-focused and emotion-focused coping. It was concluded that teacher stress was not managed in the workplace. Recommendations were given.
Download or read book Positive Intelligence written by Shirzad Chamine and published by Greenleaf Book Group. This book was released on 2012 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: Chamine exposes how your mind is sabotaging you and keeping your from achieving your true potential. He shows you how to take concrete steps to unleash the vast, untapped powers of your mind.
