Teachers' Self-efficacy When Managing Disruptive Student Behaviors and Its Influence on Teacher Burnout PDF Download
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Author: Gail Lanza
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This qualitative collective case study sought to explain rural public elementary school teachers' feelings of self-efficacy and burnout when managing student behaviors, their perceptions of student behaviors, why these perceptions exist, and strategies used, if any, that may result in increased feelings of self-efficacy and/or decreased feelings of burnout. Results indicate that teachers overwhelmingly felt the trauma affecting some students outside of school significantly limited their ability to improve student outcomes within the school setting. They felt these impacting factors are a growing problem for which they are ill-equipped to resolve. Their responses also indicated a belief that certain students are incapable of maintaining appropriate behavior in the classroom as a result of their life circumstances, no matter the behavioral strategies used. On this note, and regardless of their number of years in the profession, grade level taught, or school where they teach, the teacher respondents described many of the behavioral strategies they use as ineffective, fail to extinguish student misbehavior, and may even unintentionally escalate it over time. The results of this study indicate, however, that although student behaviors may contribute to teacher burnout in rural settings, they are but one of a combination of factors contributing to teachers' feelings of burnout. Such factors include, but are not limited to, a reduction in supports and resources, an overall increase in student need and trauma, and increased expectations and accountability. Additionally, these rural teachers may be unintentionally relying on a deficit perspective as an explanation for their lack of success with some of their students.
Author: Gail Lanza
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
This qualitative collective case study sought to explain rural public elementary school teachers' feelings of self-efficacy and burnout when managing student behaviors, their perceptions of student behaviors, why these perceptions exist, and strategies used, if any, that may result in increased feelings of self-efficacy and/or decreased feelings of burnout. Results indicate that teachers overwhelmingly felt the trauma affecting some students outside of school significantly limited their ability to improve student outcomes within the school setting. They felt these impacting factors are a growing problem for which they are ill-equipped to resolve. Their responses also indicated a belief that certain students are incapable of maintaining appropriate behavior in the classroom as a result of their life circumstances, no matter the behavioral strategies used. On this note, and regardless of their number of years in the profession, grade level taught, or school where they teach, the teacher respondents described many of the behavioral strategies they use as ineffective, fail to extinguish student misbehavior, and may even unintentionally escalate it over time. The results of this study indicate, however, that although student behaviors may contribute to teacher burnout in rural settings, they are but one of a combination of factors contributing to teachers' feelings of burnout. Such factors include, but are not limited to, a reduction in supports and resources, an overall increase in student need and trauma, and increased expectations and accountability. Additionally, these rural teachers may be unintentionally relying on a deficit perspective as an explanation for their lack of success with some of their students.
Author: Jason Allyn Bean
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 185
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Book Description
This literature review looks at recent research into job burnout and self-efficacy, with an emphasis into the teaching profession. The Maslach Burnout Inventory has been the standard instrument for almost all burnout research. MBI's three subscales include emotional exhaustion, depersonalization, and reduced personal accomplishment. Research shows that emotional exhaustion is the greatest predictor among the three components of burnout. Research also showed how time-management and creativity skills can impact burnout, and more specifically, how they can impact emotional exhaustion and personal accomplishment -- Much of the educational research focuses on better understanding burnout in an effort to help improve the educational system. Studies showed that the new programs had a significant impact on decreasing teacher burnout due to the improvement of student behavior. In addition to student behavior programs, research noted the need for better working conditions as well as workshops on time management, relaxation, and improved coping skills. -- The primary research on self-efficacy stemmed from the early research of Bandura's social-cognitive theory. Similar to the MBI, much of current research used the measurement instrument Teachers' Sense of Efficacy Scale, The TSES, like the MBI, is composed of three subscales: instructional strategies, efficacy for classroom management, and efficacy for student engagement. Schools with support systems in place for teachers showed an increase teacher self-efficacy. Studies have shown that distance-learning programs are also effective at improving self-efficacy. Additionally, instructional differentiation is an important skill that teachers need to meet the needs of the learner. Teacher self-efficacy is a significant predictor of teacher differentiation, and thus, is critical if student needs are going to be met. Findings suggest that teachers with high efficacy interpret stressors differently than people with low self-efficacy. -- While the causal relationships may still be up for debate, the importance of improving teacher self-efficacy and burnout is clear. Workshops on time management, emotional efficacy, improved empathy, improved student behavior, and increased parental involvement are just a few of the many areas being researched. Additional research will continue to help evolve the list of workshops and programs that will allow for continued improvement in our educational systems. -- For readers with a Christian worldview perspective, one additional chapter dealt with the concepts of biblical identity and delegated authority. Having a healthy concept of identity is essential to improving self-efficacy. By understanding the significance of identity in spiritual formation, this research also helps show the congruency between social science and theological research. Scripture is also clear in showing that God has delegated authority to His followers through the work of Jesus Christ. The delegated authority empowers Christians to overcome challenges that seem insurmountable at times.
Author: Dr. Renee Peterson Hooper
Publisher: Lulu.com
ISBN: 1304502279
Category : Education
Languages : en
Pages : 106
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Book Description
Teachers have been entrusted with the important job of providing a foundation for their students' educational journey. Their role is essential for providing an education that promotes lifelong learning, ensures motivation, and encourages a positive outlook on learning outcomes. Teachers must also encourage students to become proficient at the skills they need to be successful globally. By addressing the issues of burnout and stress, results could have the effect of improving academic achievement and preparation of students.
Author: Kayzandra Leigh Exum Bond
Publisher:
ISBN:
Category :
Languages : en
Pages : 133
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Book Description
Disruptive behavior is a frequent problem in many American classrooms, especially in schools with large populations of low income students. Nevertheless, many teachers do not use evidence based behavior management strategies. Group contingency interventions (GCIs), a group of thoroughly researched evidence based interventions for reducing disruptive behavior, have been found to be effective for students from elementary to high school, but the acceptability of these interventions has primarily been studied in elementary schools. The current study surveyed middle school teachers, and sought to identify factors that lead to increased likelihood of teachers finding GCIs acceptable, and possibly worth adopting. First we hypothesized that teaching special education, more previous exposure to GCI, less teacher experience, greater perceived severity of problem was positively related to a higher likelihood of acceptability of GCI over and above the influence of social desirability. Then we hypothesized that teaching special education would lead to greater exposure to GCI and subsequently greater acceptability of GCI. It was also hypothesized that the positive influence of amount of teacher exposure on acceptability would be weakened by perceiving the problem to be less severe and having more years of teaching experience. Finally, it was hypothesized that higher acceptability, greater teacher burnout, and greater intervention specific self-efficacy would be positively related to a higher likelihood of adoption of GCI over and above the influence of social desirability. Teachers (n = 76) from 13 rural, low-income, middle schools within 3 school systems were asked to rate the acceptability of GCIs, and the possibility that they would adopt using GCIs in the future. Teachers also reported whether they taught special education, their years of experience, their intervention self-efficacy, and the level of problem behavior they experienced. In addition, teachers completed measures of burnout and social desirability. Items measuring acceptability and adoption were combined to form one variable based on their internal consistency. A regression model evaluating teacher related variables was used to predict the combined outcome variable (Acceptability) while controlling for social desirability bias. Results indicated that teachers at rural, low-income schools found GCIs to be acceptable interventions for disruptive behavior (M = 21.42, range =10-27), and the majority of teachers endorsed adoption of the intervention in the future (82%). Examination of teacher related factors revealed that intervention self-efficacy predicted the combined Acceptability variable (B = 2.83, p [less than] 0.01) over and above all other teacher related factors after controlling for social desirability. None of the other teacher related factors predicted acceptability or adoption. Results also indicated higher rates of burnout in the current sample than in previous samples of human services workers (t(70) = 4.24, p [less than] .001). Results were discussed within the context of previous literature, and the limitations of the current study. The need for further research relating the implementation of GCIs to environmental, intervention-specific, and other teacher-related factors was described. Strategies to increase implementation of GCIs by teachers were also discussed. The current findings contribute to the limited literature on behavioral interventions for rural schools and middle schools.
Author: Alfred S. Alschuler
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
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Book Description
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)
Author: Cary Cooper
Publisher: John Wiley & Sons
ISBN: 1118993799
Category : Psychology
Languages : en
Pages : 730
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Book Description
A comprehensive work that brings together and explores state-of-the-art research on the link between stress and health outcomes. Offers the most authoritative resource available, discussing a range of stress theories as well as theories on preventative stress management and how to enhance well-being Timely given that stress is linked to seven of the ten leading causes of death in developed nations, yet paradoxically successful adaptation to stress can enable individuals to flourish Contributors are an international panel of authoritative researchers and practitioners in the various specialty subjects addressed within the work
Author: Edmund Emmer
Publisher: Routledge
ISBN: 1135106835
Category : Education
Languages : en
Pages : 745
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Book Description
The field of classroom management is not a neatly organized line of inquiry, but rather consists of many disparate topics and orientations that draw from multiple disciplines. Given the complex nature of the field, this comprehensive second edition of the Handbook of Classroom Management is an invaluable resource for those interested in understanding it. This volume provides up-to-date summaries of research on the essential topics from the first edition, as well as fresh perspectives and chapters on new topics. It is the perfect tool for both graduate students and practitioners interested in a field that is fascinating but not immediately accessible without the proper guidance.
Author: Keith C. Herman
Publisher: Guilford Publications
ISBN: 1462517986
Category : Psychology
Languages : en
Pages : 273
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Book Description
Ideal for use in teacher workshops, this book provides vital coping and problem-solving skills for managing the everyday stresses of the classroom. Specific strategies help teachers at any grade level gain awareness of the ways they respond in stressful situations and improve their overall well-being and effectiveness. Each chapter offers efficient tools for individuals, as well as group exercises. Teachers? stories are woven throughout. In a large-size format with lay-flat binding for easy photocopying, the book includes 45 self-monitoring forms, worksheets, and other handouts. Purchasers also get access to a Web page where they can download and print the reproducible materials. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Author: Erin A. Singer
Publisher: Emerald Group Publishing
ISBN: 1803824158
Category : Education
Languages : en
Pages : 257
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Book Description
Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions. .
Author: Kevin J. Swick
Publisher: NEA Professional Library
ISBN:
Category : Education
Languages : en
Pages : 36
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Book Description
