Identification of common sources of job-related stress for physical education administrators PDF Download
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Author: Debra Rae DePass
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Debra Rae DePass
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Dr. Ashok Kumar & Dr. S. Madialagan
Publisher: Lulu Publication
ISBN: 1716066344
Category : Art
Languages : en
Pages : 181
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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:
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ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 1140
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Author: American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD).
Publisher:
ISBN: 9780883143506
Category :
Languages : en
Pages : 928
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This compilation lists research completed in the areas of health, physical education, recreation, dance, and allied areas during 1985. In the first section references are arranged under the subject area headings in alphabetical order. Master's and doctor's theses from institutions offering graduate programs in health, physical education, recreation, dance, and allied are then presented. Institutions reporting are listed at the end of the volume. Most references are accompanied by abstracts of the research, and all are numbered in alphabetical order according to institution. Names of institutional representatives sending in abstracts are indicated in parentheses after each reference. A bibliography lists published research citing articles published in periodicals reviewed for this booklet. (JD)
Author: T. A. Lamke
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 358
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Author:
Publisher:
ISBN:
Category : Health education
Languages : en
Pages : 394
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Author: Qun G. Jiao
Publisher: IAP
ISBN: 1607522993
Category : Education
Languages : en
Pages : 491
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Research on stress and coping phenomena has been among the most widely studied topics in social and behavioral sciences during the past several decades. Notwithstanding, the authors in this book have expanded the base of stress and coping research by providing a valuable reference source that includes guidelines and frameworks as well as empirical findings related to the application of mixed methods approaches to the study of stress and coping. This book is intended not only for stress and coping researchers, but also for social and behavioral science researchers at various levels—from students, instructors, and advisors to applied researchers, research methodologists, and theorists. The 15 chapters are divided into three distinct sections. The five chapters in Section I focus mainly on topics pertaining to the conceptual and theoretical aspects of mixed methods research in the study of stress and coping. The five chapters in Section II address the major methodological issues of mixed methods research. Section III presents five empirical studies of mixed methods research as applied to the field of stress and coping. This book illustrates the perspectives of innovative interconnections in the application of mixed methods research to the study of stress and coping. It also provides readers with new ways of designing and evaluating strategies and programs that aim to reduce stress and improve coping mechanisms.
Author: Marcus Mason
Publisher:
ISBN:
Category : Activity programs in education
Languages : en
Pages : 162
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Research has shown consistent metrics through both qualitative and quantitative studies about the severity and impact of teacher stress and burnout in the educational realm (Consiglio, 2017). The Bureau of Labor Statistics reported to the U.S. Department of Labor (2021) that 71% of teachers left their jobs for job-related reasons that typically included stress and burnout. Teaching is so alarming that a Gallup study provided information that stated teachers and nurses tie in with the most stressful occupations in the United States (Consiglio, 2020). This narrative inquiry study sought to understand how physical activity mitigates workplace stress and burnout of six high school teachers that have taught grades 9th-12th. Each teacher must have taught in an urban populated area for a minimum of three years during their engagement in the physical activity. Teachers were asked to provide a narrative of explanation and exploration of their lived experiences with physical activity as a mitigating factor to their workplace stress and burnout. Data was collected through one-on-one structured interviews and a demographic survey. The research questions presented in this study were (1) What do high school teachers identify as the sources of their work-related stress? (2) How do high school teachers describe their stress management strategies? (3) How do high school teachers describe their motivation to implement physical activity in the management of their work-related stress? The goal of this study was to provide a deeper understanding and perspective for school districts to begin to better address teachers' needs, such as how to mitigate levels of stress and burnout.
Author: Bradley W. Carpenter
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 416
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School leadership instability is particularly problematic for scholars and practitioners concerned with PK-12 school improvement, as second only to teachers, campus leadership has been identified as a primary factor in students' academic success (Young et al., 2007). Yet, while principals play an indispensable role in students' academic success, the job has become considerably more stressful as the role of a school leader continues to evolve. Specifically, added responsibilities, increased work intensity, and the ever-present menace of high stakes accountability have intensified the stress levels encountered by today's school leaders (Carpenter & Brewer, 2012; Chaplain, 2001; Darmody & Smyth, 2016; Wang, et al., 2018). This intensification negatively impacts a school’s teaching staff and its students, as the overall quality of the school experience can deteriorate if principals are unable to meet their potential due to the burnout and fatigue associated with chronic stress (Darmody & Smyth, 2016; Devos, et al., 2007). For principals to fully realize their ability to serve as catalysts for school improvement, they should be allowed to prioritize physical, mental, cognitive, and emotional health. Desired levels of wellbeing occur in the absence of chronic physical, social, psychological, emotional, economic, and cognitive distress (La Placa, et al., 2013). As authors in this volume demonstrate, many school leaders have commenced specific practices targeting cognitive, emotional, and behavioral wellbeing to cope with occupational stress and flourishing- or, at the very least, surviving in such a challenging environment. Among coping strategies leaders have adopted include mindfulness and other wellbeing interventions/strategies intended to facilitate healthier lifestyles, relieve stress, and improve personal resilience (Aviles & Dent, 2015; Mahfouz, 2018; Wells, 2015). Recently, there has been a call to consider educational leadership through a positive human flourishing lens. Research in this area focuses on integrating wellbeing practices in professional development programs for teachers and school administrators to highlight the positive effects of personal and collective wellbeing in schools (Cherkowski & Walker, 2014). For example, empirical studies have examined how incorporating mindfulness practice promotes positive adaptive skills, stress resilience, and social and emotional skills needed in a school environment (Abenavoli, et al., 2013; Benn, et al., 2012; Dvor a kova et al., 2017; Jennings, 2015; Meiklejohn et al., 2012; Mahfouz et al., 2018). New understandings about the relationship between school administrators' wellbeing and school improvement efforts should ignite interest within the field. As such, this book’s chapters are organized into four distinct sections that provide: (a) an overview of the field (Section I), (b) an empirical argument for why such research is essential (Section II), (c) wellbeing models to be considered for use in the PK-12 setting (Section III), and, (d) specific wellbeing practices and frameworks currently being in PK-12 (Section IV).
Author: Toni Michelle Brazil
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
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Stress in teachers has been linked to many personal and physical effects. Although stress has been studied extensively in elementary schools, there is little research on stress among early childhood educators. This study examined the sources and perceived effects of stress in preschool teachers, including any differences in teacher stress related to program type as well as possible relationships between stress and teachers' level of education, years of experience, or class ratio. Data Collection and Analysis Thirty-six teachers from Head Start and private preschools completed a survey rating sources and effects of stress from "never" to "always" stressful. Descriptive and frequency analyses identified sources and effects which were most stressful or common. A series of t-tests examined differences in stress between the two program types. Correlational analyses sought to identify any associations between stress and teachers' education level, years of experience, and numbers of students. Results Factors such as teacher/child ratio, lack of time, non-teaching duties, and assessment work were rated as rarely to sometimes stressful. Only one item, wages, was rated as sometimes to very often stressful. Physical and emotional exhaustion, burnout and considering leaving the profession occurred only rarely to sometimes. Most teachers felt confident in their teaching ability. There were no significant programmatic differences in sources or effects of stress. More experienced teachers reported lower incidences of emotional or physiological effects. Teachers with higher ratios were more likely to perceive non-teaching tasks as a source of stress and have more stressful relationships with administrators. Results suggest that preschool teachers face a range of stressors which create personal and professional impacts, though they seem to occur only rarely to sometimes. But even mild to moderate stresses can create negative impacts for teachers that deserve the attention of program administrators. Teacher stress is often related to factors of program quality such as workload or ratios. Therefore, eliminating teacher stress creates a better classroom environment for children and contributes to program quality.
