Emotional Attributes Relevancy to Special Educators' Job Satisfaction PDF Download
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Author: Kelli C. Henson
Publisher:
ISBN:
Category : Special education
Languages : en
Pages :
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Book Description
The purpose of this study was to examine the relationship between the emotional attributes of joy, anger, and fear and special education teachers' job satisfaction. Data, which included surveys, interview, and demographics was collected from a purposeful sample of special education teachers from a large urban school district in southeast Texas. The Teacher Emotion Inventory and Working in Special Education: The Experience of Special Educators surveys were utilized to determine the relationship between special education teachers' emotions and job satisfaction. Open-ended individual interviews allowed for the exploration of various determinants that special education teachers' perceive as significant contributors to the connection between emotions and job satisfaction. Quantitative data was analyzed using frequencies and percentages and Pearson's Product-Moment Correlations (r) while qualitative data was examined using the inductive coding process. Quantitative data analyzed displayed special education teachers' varied emotional attributes (joy, anger, and fear) and factors of job satisfaction (preparation, job design, administrative support, and colleague support) have a substantial role in the level of job satisfaction experienced by special educators. Qualitative analysis reinforced quantitative data gathered while bringing additional clarity to special education teachers' concerns regarding emotional attributes experienced and the various factors of job satisfaction.
Author: Kelli C. Henson
Publisher:
ISBN:
Category : Special education
Languages : en
Pages :
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Book Description
The purpose of this study was to examine the relationship between the emotional attributes of joy, anger, and fear and special education teachers' job satisfaction. Data, which included surveys, interview, and demographics was collected from a purposeful sample of special education teachers from a large urban school district in southeast Texas. The Teacher Emotion Inventory and Working in Special Education: The Experience of Special Educators surveys were utilized to determine the relationship between special education teachers' emotions and job satisfaction. Open-ended individual interviews allowed for the exploration of various determinants that special education teachers' perceive as significant contributors to the connection between emotions and job satisfaction. Quantitative data was analyzed using frequencies and percentages and Pearson's Product-Moment Correlations (r) while qualitative data was examined using the inductive coding process. Quantitative data analyzed displayed special education teachers' varied emotional attributes (joy, anger, and fear) and factors of job satisfaction (preparation, job design, administrative support, and colleague support) have a substantial role in the level of job satisfaction experienced by special educators. Qualitative analysis reinforced quantitative data gathered while bringing additional clarity to special education teachers' concerns regarding emotional attributes experienced and the various factors of job satisfaction.
Author: Jaclyn M. Roster
Publisher:
ISBN:
Category :
Languages : en
Pages : 268
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Book Description
Author: Charles V. L. Dedrick
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 92
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Book Description
This monograph examines stressors encountered by special educators, ways of coping with professional demands, and reasons why some teachers handle job stress better than others. It is intended to help special education teachers take a more objective look at what they do and identify strategies and techniques to alleviate some job-related stress and tension. Symptoms of burnout are reviewed, and a questionnaire is provided to help special educators examine behavioral patterns to determine the degree of burnout they are experiencing. The impact of stress on the physical, emotional, and psychological well-being of teachers is examined, and the manner in which job stress affects professional performance is addressed. Several studies that look at job stress and the special educator from a generic, nonspecific perspective are described, and then job stress of teachers of students with learning disabilities, behavioral/emotional problems, and mental deficiencies is discussed. Individual initiatives and organizational strategies for developing coalitions among school staff are offered. Ten stress management strategies are analyzed: diet and exercise, relaxation techniques, social support systems, goal setting, creative problem solving, time management, networking, self-talk, stroking, and self-given gifts. Includes 108 references. (JDD)
Author: Junjun Chen
Publisher: Frontiers Media SA
ISBN: 2889663434
Category : Science
Languages : en
Pages : 230
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Book Description
Author: Xiaolei Ruan
Publisher: Routledge
ISBN: 1000523675
Category : Education
Languages : en
Pages : 224
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Book Description
Centering on a qualitative study of three female English teachers in Shanghai, China, the book explores female language teachers' perceived discrepancies and agency exercised in their teaching, research and teacher learning practices. By adopting multiple research methods, such as narrative questionnaire, metaphor, timeline, interview and classroom observation, this study reveals that female language teachers’ agency is a dynamic entity manifested in the ongoing negotiation of agency belief, agency practice, and agency inclination, as well as the interaction of individual and the environment. Though there are certain limitations concerning representativeness and generalizability, the author provides a thick description of how female language teachers in China are exercising agency to fulfill their career development, which offers insightful suggestions to language education in both China and broader areas globally. The book will appeal to researchers studying teacher education and foreign (English) language teaching, university teachers, especially female foreign language teachers, PhD students and graduate students, as well as career women.
Author: R. Poornima
Publisher: Discovery Publishing House Pvt Limited
ISBN: 9789350560099
Category : Emotional intelligence
Languages : en
Pages : 338
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Book Description
Study conducted in Chennai, Tamil Nadu, India.
Author: Lindsay Ryder Perez
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
Author: Caroline F. Mansfield
Publisher: Springer Nature
ISBN: 9811559635
Category : Education
Languages : en
Pages : 307
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Book Description
This open access book follows the development of the Building Resilience in Teacher Education (BRiTE) project across Australia and internationally. Drawing on the success of this project and the related research collaborations that have since emerged, it highlights the importance of cultivating resilience at various stages of teachers’ careers. Divided into three sections, the book includes conceptual, empirical and applied chapters, designed to introduce readers to the field of research, provide empirical evidence and showcase innovative applications. The respective chapters illustrate the ways in which teacher resilience can be enhanced in a variety of contexts, and address specific learning activities, case studies, resources and strategies, student feedback and applied outcomes. They also consider future directions including cross-cultural applications and the use of technologies such as augmented reality. The book will appeal to researchers, teacher educators and teachers, as well as those interested in supporting the cultivation and ongoing development of professional resilience for pre-service and practicing teachers.
Author: James M. Kauffman
Publisher: Taylor & Francis
ISBN: 131551768X
Category : Education
Languages : en
Pages : 965
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Book Description
The purpose of the Handbook of Special Education is to help profile and bring greater clarity to the already sprawling and continuously expanding field of special education. To ensure consistency across the volume, chapter authors review and integrate existing research, identify strengths and weaknesses, note gaps in the literature, and discuss implications for practice and future research. The second edition has been fully updated throughout to take into account recent changes to federal laws as well as the most current academic research, and an entirely new section has been added on research methods in special education.
Author: Ioannidou, Louiza
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 458
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Book Description
Mental resilience in children is an essential aspect of childhood well-being and long-term success. Positive psychology, emotional intelligence, and play are critical when nurturing this resilience and building mental strength. Emotional intelligence may help children recognize and manage their emotions effectively, while preparing them to overcome personal challenges. Play in teaching and learning may also serve as an avenue for social skill development, problem-solving, and emotional regulation. More research into the effects of psychology and play in childhood development is needed to correlate the relationship between mental resilience and positive child psychological practices. Building Mental Resilience in Children: Positive Psychology, Emotional Intelligence, and Play explores the effectiveness of psychology, play pedagogy, and emotional intelligence practices in improved childhood development. The practice of mental resilience in K-12 educational settings is further examined through a psychosocial lens. This book covers topics such as mental health and wellness, sociolinguistics, and school settings, and is a useful resource for education professionals, teachers, academicians, sociologists, psychologists, medical professionals, researchers, and scientists.
