The Prevention of Preschool Teacher Stress PDF Download
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Author: Caitlin Elizabeth Lepore
Publisher:
ISBN: 9781369340648
Category :
Languages : en
Pages : 285
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Book Description
Reflective supervision has been richly described within the literature, but has had little empirical, and particularly quantitative, examination. This longitudinal study used mixed methods to examine how early childhood teacher attachment and trauma histories may contribute to their stress in teacher-parent relationships, and how reflective supervision may impact this stress. Thirty-seven teachers (36 females, 1 male) were recruited from 5 early childhood sites that participated in reflective supervision: 18 were in their first year and 19 had participated in 2-5 years of reflective supervision. 73% of participants were Latino/a, and 29% held a bachelor's degree. Participants rated their own parental relationships during childhood, trauma history, and current compassion satisfaction, burnout, secondary traumatic stress, and frustration in a challenging teacher-parent relationship. A subsample of 20 teachers completed a qualitative interview, and among those, 14 teachers completed both pre- and post-assessments and the interview. The results provide evidence that a teacher's childhood parental relationships relate to their current frustration in teacher-parent relationships. Furthermore, findings suggest that more time spent in reflective supervision may help protect a teacher against some of these stressors. Relating these findings to the attachment literature, reflective supervision may offer a corrective experience for teachers similar to therapy or long-term adult relationships which impact attachment styles as they relate to work interactions. Implications and future directions are considered.
Author: Caitlin Elizabeth Lepore
Publisher:
ISBN: 9781369340648
Category :
Languages : en
Pages : 285
Get Book Here
Book Description
Reflective supervision has been richly described within the literature, but has had little empirical, and particularly quantitative, examination. This longitudinal study used mixed methods to examine how early childhood teacher attachment and trauma histories may contribute to their stress in teacher-parent relationships, and how reflective supervision may impact this stress. Thirty-seven teachers (36 females, 1 male) were recruited from 5 early childhood sites that participated in reflective supervision: 18 were in their first year and 19 had participated in 2-5 years of reflective supervision. 73% of participants were Latino/a, and 29% held a bachelor's degree. Participants rated their own parental relationships during childhood, trauma history, and current compassion satisfaction, burnout, secondary traumatic stress, and frustration in a challenging teacher-parent relationship. A subsample of 20 teachers completed a qualitative interview, and among those, 14 teachers completed both pre- and post-assessments and the interview. The results provide evidence that a teacher's childhood parental relationships relate to their current frustration in teacher-parent relationships. Furthermore, findings suggest that more time spent in reflective supervision may help protect a teacher against some of these stressors. Relating these findings to the attachment literature, reflective supervision may offer a corrective experience for teachers similar to therapy or long-term adult relationships which impact attachment styles as they relate to work interactions. Implications and future directions are considered.
Author: Lisa Burke
Publisher:
ISBN: 9780966823356
Category : Stress management
Languages : en
Pages : 0
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Book Description
This book is a step-by-step stress prevention planning guide for elementary, middle, and high school teachers. Book jacket.
Author: Richard Lambert
Publisher: IAP
ISBN: 1607525232
Category : Education
Languages : en
Pages : 243
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Book Description
School districts today face increasing calls for accountability during a time when budgets are stretched and students’ needs have become increasingly complex. The teacher’s responsibility is to educate younger people, but now more than ever, teachers face demands on a variety of fronts. In addition to teaching academic content, schools are responsible for students’ performance on state-wide tests. They are also asked to play an increasingly larger role in children’s well-being, including their nutritional needs and social and emotional welfare. Teachers have shown themselves to be more than capable of taking up such challenges, but what price is paid for the increasing demands we are placing on our schools? Understanding Teacher Stress in an Age of Accountability is about the nature of teachers stress and the resources they can employ to cope with it. Accountability is a two-way street and the authors in this volume suggest remedies for reducing teacher stress and in all likelihood increasing student learning—greater administrative support, more and better instructional materials, specialized resources targeted at demanding children, parental support, and professional recognition. Readers will discover that lack of funding, low pay, concerns about academic performance and student misbehavior, and increased public and governmental scrutiny are not exclusive to the United States. In this volume, the third in a series on Research on Stress and Coping in Education, authors from Australia, Turkey, Malaysia, and the Netherlands sound the same alarms, post the same warnings, and draw similarly disturbing conclusions.
Author: Cynthia Arraya Wiltshire
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
An understanding of emotion regulation (ER) is important to children's development, allowing for better navigation of the world. This learning happens in the company of caregivers, within the context of relationships inside and outside the home. Detrimental circumstances (e.g., poverty, lack of quality early childcare options, homelessness), however, exist for children in the United States. These factors have the potential to affect children's academic readiness and success, resulting in them entering Kindergarten labeled at risk for school failure. To manage these factors and the at-risk characterization children receive, one solution has been to send children considered at risk to more school and school earlier (i.e., Universal Pre-Kindergarten, 3-K). Once in school, children spend more waking hours with teachers than with family. Given the importance of the dyadic relationship between teacher and child, much like the parent-child relationship, this researcher sought to understand if at-risk children are, in fact, favorably served by earlier school when teachers themselves operate under equal, but differing, types of stress.
Author: Laura J. Colker
Publisher:
ISBN: 9781938113673
Category : Education
Languages : en
Pages : 144
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Book Description
This go-to guide for educators helping children who have experienced trauma and Adverse Childhood Experiences (ACEs) provides accessible information paired with practical, adaptable strategies.
Author: Michael J. Fimian
Publisher: John Wiley & Sons
ISBN: 9780884221029
Category : Stress (Psychology)
Languages : en
Pages : 88
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309324882
Category : Social Science
Languages : en
Pages : 587
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Book Description
Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Author: Toni Michelle Brazil
Publisher:
ISBN:
Category :
Languages : en
Pages : 176
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Book Description
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.
Author: Cassandra Washington
Publisher: Castel Publications
ISBN: 9780692788158
Category :
Languages : en
Pages : 95
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Book Description
Kick Stress Out of Your Classroom and Your Life! Teaching is the largest profession in the United States. Yet, teachers and principals leave in droves! They leave because of stress and burnout. Are you a stressed teacher or principal? Are you looking for ways to find balance between work and home? Teach and Take Time for You, is here to help! This book gives strategies and tips to reduce stress in the classroom and at home. Teachers and principals, you are busy caring for of your students, staff and community. Often times you forget about your own mental and physical health. Find out how stress affects your professional and personal life. Examine steps and develop routines to help eliminate stress and burnout. Discover what triggers stress and create a plan to live calmer and a more fulfilling life. Learn to take time for you and still be an effective teacher and principal. Raise test scores without raising your blood pressure. Here's what you'll read inside: - What is stress - Effects of stress - Why teachers are so stressed - Steps you can do to relieve stress
Author: Joey Mandel
Publisher: Pembroke Publishers Limited
ISBN: 1551389002
Category : Education
Languages : en
Pages : 129
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Book Description
This timely book explores the stresses exerted on today's students, and shows teachers how to reduce the atmosphere of tension and pressure in their classrooms. It emphasizes the power teachers have in building a positive environment, through kindness and stress reduction. Committed to fostering a healthier classroom, Stop the Stress in Schools provides explicit ways to build healthy relationships and handle problems so that negative interactions, such as bullying, are reduced. It features calming strategies that include slowing the pace; increasing positive engagement and interaction, considering the perspective of the student; and celebrating process rather than product. Instead of targeting the symptoms of stress, this thoughtful book focuses on the social-emotional traits that are instrumental in helping children experience stress and navigate through it constructively. A comprehensive approach to reducing stress and frustration for teachers and students, the book includes practical examples, activities, and samples of student work.
