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Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1262
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Book Description
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 628
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Book Description
Author: Marjorie Powell
Publisher: Routledge
ISBN: 0429944489
Category : Education
Languages : en
Pages : 353
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Book Description
Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 724
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Book Description
Author:
Publisher: International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies
ISBN:
Category : Technology & Engineering
Languages : en
Pages : 271
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Book Description
Published articles in ITJEMAST 13(9) 2022
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 322
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Book Description
Author:
Publisher:
ISBN:
Category : Industrial relations
Languages : en
Pages : 1048
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Book Description
Author: Robert J. Marzano
Publisher: ASCD
ISBN: 1416602275
Category : Education
Languages : en
Pages : 210
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Book Description
Describes a variety of leaders hip responsibilities that have an effect on student achievement.
Author: Jian-Hong Ye
Publisher: Frontiers Media SA
ISBN: 2832530354
Category : Science
Languages : en
Pages : 428
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Book Description
Author: Teresa Mendonça McIntyre
Publisher: Springer
ISBN: 3319530534
Category : Psychology
Languages : en
Pages : 522
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Book Description
This book brings together the most current thinking and research on educator stress and how education systems can support quality teachers and quality education. It adopts an occupational health perspective to examine the problem of educator stress and presents theory-driven intervention strategies to reduce stress load and support educator resilience and healthy school organizations. The book provides an international perspective on key challenges facing educators such as teacher stress, teacher retention, training effective teachers, teacher accountability, cyber-bullying in schools, and developing healthy school systems. Divided into four parts, the book starts out by introducing and defining the problem of educator stress internationally and examining educator stress in the context of school, education system, and education policy factors. Part I includes chapters on educator mental health and well-being, stress-related biological vulnerabilities, the relation of stress to teaching self-efficacy, turnover in charter schools, and the role of culture in educator stress. Part II reviews the main conceptual models that explain educator stress while applying an occupational health framework to education contexts which stresses the role of organizational factors, including work organization and work practices. It ends with a proposal of a dynamic integrative theory of educator stress, which highlights the changing nature of educator stress with time and context. Part III starts with the definition of what constitute healthy school organizations as a backdrop to the following chapters which review the application of occupational health psychology theories and intervention approaches to reducing educator stress, promoting teacher resources and developing healthy school systems. Chapters include interventions at the individual, individual-organizational interface and organizational levels. Part III ends with a chapter addressing cyber-bullying, a new challenge affecting schools and teachers. Part IV discusses the implications for research, practice and policy in education, including teacher training and development. In addition, it presents a review of methodological issues facing researchers on educator stress and identifies future trends for research on this topic, including the use of ecological momentary assessment in educator stress research. The editors’ concluding comments reflect upon the application of an occupational health perspective to advance research, practice and policy directed at reducing stress in educators, and promoting teacher and school well-being.
