TEACHER STRESS IN RURAL MIDDLE SCHOOLS: TEACHERS' PERCEPTIONS OF THREE CONTRIBUTING FACTORS. PDF Download
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Languages : en
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The purpose of this research was to examine rural middle school teachers perceptions of stressful factors present in their current position. Data was gathered from 5th, 6th, 7th, and 8th grade teachers in the city and county schools located in O County, Mississippi. Two instruments were used for the study. The first survey instrument identified three stress factors (teacher workload, student discipline, and No Child Left Behind) and their relationship with teachers. The second instrument measured the degree to which the three stress factors were appraised as stressful. The data gathered in this study provided an awareness of factors that can increase understanding of teacher stress levels. The discussion of stress emphasized that what is perceived as stressful for one person may not be perceived as stressful for another. Results revealed that these teachers face some difficulties at their schools and in the classroom dealing with their emotional perspective or from the perspective of the children they teach. Furthermore, results indicated that rural schools offer a less stressful learning environment than urban schools. Just knowing some of the common stress factors can assist school systems and administrators in developing interventions to alleviate stress that may at some point lead to burnout.
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Category :
Languages : en
Pages :
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Book Description
The purpose of this research was to examine rural middle school teachers perceptions of stressful factors present in their current position. Data was gathered from 5th, 6th, 7th, and 8th grade teachers in the city and county schools located in O County, Mississippi. Two instruments were used for the study. The first survey instrument identified three stress factors (teacher workload, student discipline, and No Child Left Behind) and their relationship with teachers. The second instrument measured the degree to which the three stress factors were appraised as stressful. The data gathered in this study provided an awareness of factors that can increase understanding of teacher stress levels. The discussion of stress emphasized that what is perceived as stressful for one person may not be perceived as stressful for another. Results revealed that these teachers face some difficulties at their schools and in the classroom dealing with their emotional perspective or from the perspective of the children they teach. Furthermore, results indicated that rural schools offer a less stressful learning environment than urban schools. Just knowing some of the common stress factors can assist school systems and administrators in developing interventions to alleviate stress that may at some point lead to burnout.
Author: Kristy Black
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 142
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Johnson, Cooper, Donald, Taylor, and Millet (2005) surveyed teachers to examine connections between their career and occupational stress and found that teaching was the second most stressful career. In fact, outside of driving an ambulance, teaching was more stressful than 24 other careers. In the age of accountability, stress can be potentially devastating to the educators. Many of the stressful factors that cause a teacher to reexamine his or her career choice come from outside the walls of the classroom. Additionally, a lack of administrative support in schools can lead to a negative climate and cause teachers to seek another career path (Billingsley, 2003). It is these stressful factors that I became interested in. Therefore, the study I conducted provides an outlet for teachers to provide input about the stresses they experience or have experienced during their teaching careers. In offering this data, I wanted to add information to the body of knowledge on teacher efficacy in order to combat teacher stress and/or burnout. While I found a tremendous amount of research on how stress impacts high school teachers (Friedman, 1991) and elementary school teachers (Gold, 1996), I found a lack of data representing middle school teachers. In particular, there is a gap in the available data with respect to rural areas. Therefore, my focus became to investigate rural middle school teachers' perceptions of stress. In researching, I found there is little data available that examines the beliefs and perceptions current middle school teachers hold and how that impacts their teaching practices. My interest became specific to middle school teachers in rural areas. Thus, the purpose of this mixed methods study is two-fold: 1) to learn what factors impact rural middle school teachers' efficacy; and 2) to better understand which of these factors increase their stress (and potential burnout). This study employed to methods of data collection: 1) online survey of 36 teachers; and 2) interviews with 12 participants. This study found that teachers in the rural middle school setting feel they are impacted by more outside stress factors than from within their own classroom. It becomes obvious, though, that the concerns are generated by people and things the teachers have no control over. Micro-politics, trust and support, and the practice of hiring relatives are the main stress factors impacting these teachers. The support and close ties to family, friends and religious associations were places of comfort and solace. The overall implication is that teachers feel more stress based on the type of administrator the school has than on the teaching.
Author: Jerry J. Kelley
Publisher:
ISBN:
Category : Middle school students
Languages : en
Pages : 218
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Author: Melinda Mullis Dennis
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 127
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Author's abstract: Personality type impacts so much of who an individual is and how he/she relates to various life situations and events. Teacher burnout is a contributing factor to ones stress, satisfaction, and continuation in the career of education. Because of the existing teacher shortage in the United States, administrators and policy makers need to understand the factors that contribute to burnout. Stressors that contribute to burnout in teaching include emotional exhaustion, a lack of professional guidance and peer support, and conflict with parents, peers, administrators, and students. Research into burnout suggests that some personality types may be more resilient to these stressors than others. A study of 108 teachers working in three public schools in Georgia was used to determine teacher burnout and relate this information to personality characteristics. The Myers-Briggs Type Indicator, Form M was used to determine the personality types of the subjects, and the Maslach Educators Survey was used to identify the frequency and the degree of burnout experienced by the sample population. The data reveals demographic links to teacher burnout and the study emphasizes the attention that school system and building level administrators should focus on helping teachers avoid burnout.
Author: Michael Stephen Slaven
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Category : Teacher morale
Languages : en
Pages : 270
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A qualitative phenomenological research design was chosen to examine the perceptions of teachers concerning experiences that negatively influence teachers' job satisfaction in rural Title I schools in Georgia. Twelve middle school teachers from three Georgia school districts were interviewed. Pilot interviews and follow-up interviews were also held. Interview data was coded, codes were examined for redundancy and codes were collapsed into broad themes. Major themes related to teacher dissatisfaction included negative relationships with administrators and problems with student behavior. Major themes related to teacher satisfaction included positive relationships with colleagues, working with students, and a sense of efficacy. Problems with student behavior, initial misconceptions concerning teaching, and a sense of isolation were identified by participants as factors that increase the difficulty of teaching. Due to job dissatisfaction related to the teacher-administrator relationship and problems with student behavior, several participants indicated that they would leave their current position for a comparable job outside of education. Participant responses supported Frederick Herzberg's two-factor theory on worker satisfaction, Abraham Maslow and Clayton Alderfer's theories related to the categorization of human needs, and theories on human motivation proposed by Jeremy Bentham and Victor Vroom. Additional theoretical implications along with applications for educational leaders are also delineated in the study.
Author: Kathryn L. Gallup
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ISBN:
Category : Educational counseling
Languages : en
Pages : 66
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This manuscript examines the various factors that contribute to classroom teachersi stress as they relate to classroom management, and their likeliness to seek consultation from school counselors on such issues. This study takes place in a suburban high school were the participants were teachers. Participants were asked to rank their level of stress on eight factors which current research identifies as being the leading causes of classroom teachers' stress, and how likely they would be to seek consultation from school counselors in regard to each stressor. Results of this study reflect the teachers of this high school do experience at least some level of stress and are very likely to consult with school counselors in instances of students' behavior issues, students' mental health needs and student involvement in harmful activities. However, the participants were not very likely to seek out school counselors in the other arenas.
Author: Charles Stephen Kearley
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 228
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Author: Michael J. Fimian
Publisher: John Wiley & Sons
ISBN: 9780884221029
Category : Stress (Psychology)
Languages : en
Pages : 88
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Author: Annetta Joy Ganter
Publisher:
ISBN:
Category : Distance education
Languages : en
Pages : 162
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Author: Martin Cole
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 200
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