Personal Perceptions and Organizational Factors Influencing Stress and Burnout Among Minneapolis Public School Principals and Assistant Principals PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Personal Perceptions and Organizational Factors Influencing Stress and Burnout Among Minneapolis Public School Principals and Assistant Principals PDF full book. Access full book title Personal Perceptions and Organizational Factors Influencing Stress and Burnout Among Minneapolis Public School Principals and Assistant Principals by Kerry Kamp Felt. Download full books in PDF and EPUB format.
Author: Kerry Kamp Felt
Publisher:
ISBN:
Category :
Languages : en
Pages : 294
Get Book Here
Book Description
Author: Kerry Kamp Felt
Publisher:
ISBN:
Category :
Languages : en
Pages : 294
Get Book Here
Book Description
Author: Carla Nohr Schulz
Publisher:
ISBN:
Category :
Languages : en
Pages : 438
Get Book Here
Book Description
Author: Qun G. Jiao
Publisher: IAP
ISBN: 1607522993
Category : Education
Languages : en
Pages : 491
Get Book Here
Book Description
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:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 570
Get Book Here
Book Description
Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Get Book Here
Book Description
Author: Judith Ann Birmingham
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 470
Get Book Here
Book Description
Author: Shunji Quenae Brown-Woods
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Job stress in school staff is a concern for school systems and has an impact on many organizational factors within the school setting. The extent to which school personnel are aware of their stress, coping mechanisms and coping strategies is the focus of this study. The literature review highlights various aspects of stress including the physiology of stress, economic implications, specific job stressors in the field of education, burnout indicators for teachers, principal's awareness of stress, and coping strategies available and reportedly used by school staff.Three job type groups participated in the study: principals, teachers, and support staff. The study focuse don school staff's awareness and perceptions of stress, in addition to coping mechanisms available and reportedly used. A researcher designed online survey instrument entitled the Awareness of Stress and Coping Strategies was used to collect data. A suburban school district in the Mid-South region of the United States was the population studied. There were 211 participants who took part in this study of which 53.6% (n = 113) were teachers, 26.5% (n = 56) were administrators, and 19.9% (n = 42) were support staff. Most participants were female (87.2%). Men represented 12.8% of the participants.Findings from the analysis revealed that there were no significant differences in the perception of stress by job role groups: principals, teachers, and support staff. However, there were statistically significant differences in what stressors were believed to cause the most stress between all three role groups; notable to mention is that a common stressor of satistical significance was interaction with parents. Principals and support staff similarly ranked coping mechanisms; yet, principals and teachers were more inclined not to participate in coping strategies as often as support staff.There is a need to increase stress management opportunities to assist school personnel to meet the changing demands of the education profession. School personnel at the building level must understand how stress impacts their job as well as their ability to carry out their jobs. Principals must take the lead in promoting stress management awareness and coping strategies in order to improve school personnel well-being.
Author: Cherie Barnett Gaines
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 167
Get Book Here
Book Description
Burnout is a tripartite syndrome consisting of the constructs of emotional exhaustion (EE), depersonalization (DP), and reduced feelings of personal accomplishment (PA) (Azeem & Nazir, 2008; Law, 2010; Yong & Yue, 2007). Teachers in the midst of burnout are in a 'state of physical, emotional, and mental exhaustion caused by long-term involvement in situations that are emotionally demanding' (Harrison, 1996, p. 25). The purpose of this study was to explore the relationship between middle school teacher burnout and perceived principal support. The combination of the constructs of burnout and principal behaviors (i.e., supportive, directive, and restrictive) provided the theoretical framework for the study. Participants included 282 middle school teachers from 9 schools in East Tennessee. Instruments utilized were the Maslach Burnout Inventory for Educators Survey (MBI-ES), the Organizational Climate Description Questionnaire-Revised for Middle Schools (OCDQ-RM); and a researcher created demographics questionnaire. Schools were also coded as either rural or non-rural, and this classification was used as demographic information. Analyses included the calculation of Pearson r correlations and a three-stage hierarchical multiple regression. Of the participants, 43.6% rated themselves as experiencing high levels of EE and 45.4% reported low levels of personal accomplishment. In straight correlations, the EE factors of burnout were significant between gender of teachers, those who taught courses that were tested (i.e., math, reading/language arts, science, and social studies), and those who held higher degrees. For teacher behaviors, those reporting collegial and disengaged behavior had a direct relationship between all factors of burnout, as were principal behaviors categorized as supportive and restrictive. This study, however, focused on the hierarchical multiple regression to determine whether principal behaviors had a greater effect on burnout than did other variables. From the findings, the researcher realized directive principal behavior had no significant effect on any of the factors of burnout; however, those teachers with principals who they perceived as supportive were less likely to exhibit EE or DP. Restrictive principal behavior was the only factor in the regression that was significant for all factors of burnout, indicating that employees of these principals exhibited higher levels of EE and DP and lower levels of PA.
Author: Andre J. Lewis
Publisher:
ISBN:
Category :
Languages : en
Pages : 644
Get Book Here
Book Description
Author: Bradley Paul Adams
Publisher:
ISBN:
Category :
Languages : en
Pages : 306
Get Book Here
Book Description
