AN ANALYSIS OF EDUCATIONAL STRESSORS LEADING TO TEACHER DISTRESS, BURNOUT AND COPING STRATEGIES
AuthorBausch, Nancy Lee
KeywordsHigh school teachers -- Attitudes.
High school teachers -- Psychology.
Junior high school teachers -- Attitudes.
Junior high school teachers -- Psychology.
AdvisorPate, Glenn S.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractThe purpose of this study was to identify the educational stressors that are the predominant sources of teacher distress and burnout, discover and classify the common and persistent distressful situations in the educational environment, and illustrate a variety of coping strategies that can be practically implemented at the secondary school level. The analyses of data were accomplished through the statistical use of t-tests, one-way analysis of variance tests, and qualitative exposition. The sample consisted of 446 secondary school instructors, selected senior high school and junior high school respondents from five high schools and five junior high schools in the Tucson area. The examination of 54 educational stressors was conducted under the auspices of six research hypotheses which identified the variables on which senior high school teachers and junior high school teachers differed. The independent variables that were investigated were: sex (male and female teachers), teaching experience (0 to 4 years of completed teaching experience, 5 to 9 years of completed teaching experience, 10 to 16 years of completed teaching experience, and 17 to 38 years of completed teaching experience), age (21 go 30 years of age, 31 to 40 years of age, 41 to 50 years of age, and 51 to 67 years of age), marital status (married, single, widowed, divorced, and separated), and types of college degrees (bachelor's, bachelor's plus, master's, and master's plus or doctorate). An additional 63 educational stressors were named by the secondary school participants and listed in the study. For the purpose of this study the researcher developed the Teacher Stress Survey which was given to the 10 Tucson secondary school teaching faculties. The survey consisted of five parts: (1)15 demographic items, (2)54 educational stressors and their degrees of discomfort, (3)common and persistent distressful educational situations in the secondary school environment, (4)the coping strategies used to reduce or dispel the stress in the distressful educational situations and their levels of effectiveness, and (5)more appropriate or better coping strategies that might have been used. Over 70% of the secondary school instructors responded. The immediate crises' situations involving teaching materials and personnel seemed to be more distreeful to junior high teachers than high school teachers whose primary concerns were centered on the school's misuse of power and authority and the teacher's struggle with inadequate salary and unrealistic educational expectations. The 20 educational stressors identified by female teachers involved all areas of the educational spectrum--from paperwork to the future of education--while male teachers evinced concern with the lack of adequate salary and inconsistent educational methods and philosophies. The teachers with the least experience showed the most distress, particularly in the areas of school policy and populace. The teachers with the most experience were concerned about teacher representation, salary, and materials. The oldest teachers had the greatest distress in their lack of control over assignment, salary, and subject matter as well as their feelings of lack of self-esteem through professional stagnation. The marital status of the teachers did have a significant effect derived from their dissatisfaction with salary, the power of the school board and the superintendent, lack of teaching materials, lack of job security, the derogatory public view of education, and the paperwork overload. The teachers with the least amounts of educational preparation had the greatest distress in school policy formulation and ineffective parental support while the secondary school teachers with the advanced degrees were most distressed about the assignment of school duties.
Degree ProgramGraduate College
Degree GrantorUniversity of Arizona
Showing items related by title, author, creator and subject.
Do teacher beliefs mediate leadership and teacher behaviors? Testing teacher self-efficacy's mediation role between leadership for learning and teacher outcomesAhn, Joonkil; Bowers, Alex J.; Department of Educational Policy Studies and Practice, University of Arizona (Emerald, 2023-12-29)Purpose: Leadership for learning emerged as an integrated leadership framework; however, attempts to establish an empirical measurement model have been limited. Critically, we know less about how much teacher’s beliefs (e.g., self-efficacy) can mediate leadership for learning impact on teacher behaviors. This study establishes a leadership for learning measurement model and examines whether teacher self-efficacy mediates the effect of leadership for learning tasks on teacher collaboration, instructional quality, intention to leave current schools, and their confidence in equitable teaching practice. Methods: Drawing on the most recent 2018 Teaching and Learning International Survey, we employed a structural equation modeling mediation approach. Findings: Results suggested that teacher self-efficacy statistically significantly mediated 16 out of 20 the relationships between leadership for learning task domains and teacher outcomes. Especially, in explaining the variance in instructional quality and teacher confidence in implementing equitable teaching practices, considerable proportions of the predictive power of leadership for learning tasks were accounted for (i.e., mediated) by teacher self-efficacy. Originality: This study is the first of its kind to evidence teacher self-efficacy mediates leadership for learning practice impact on teacher behaviors. Implications: School-wide efforts to craft the school vision for learning must be coupled with enhancing teacher self-efficacy. Critically, leadership efforts may fall short of implementing equitable teaching practice and quality instruction without addressing teacher confidence in their ability in instruction, classroom management, and student engagement.
The influence of a beginning teacher induction program on the beginning teacher's attainment of the Arizona professional teaching standards as perceived by beginning teachers and school-level administratorsHendricks, J. Robert; Siqueiros, Alberto Flores (The University of Arizona., 2002)This study examined the effects of a beginning teacher induction program on the attainment of the Arizona Teaching Standards. Quantitative and qualitative perspectives were utilized. Quantitatively, a survey asked teachers to rate their perceptions of their level of attainment of the Arizona Teaching Standards as a result of being enrolled or having been enrolled in a beginning teacher induction program. Further, school-level administrators were surveyed on their perceptions of how well these groups of teachers had attained the Arizona Teaching Standards as a result of having been enrolled in a beginning teacher induction program. Qualitatively, the researcher interviewed school-level administrators to gather their perspectives on the quality of the beginning teacher induction program being utilized. The analysis of the data indicated that the new teachers at the elementary, middle, and high school levels felt strongly that the beginning teacher induction program assisted them in attaining the Arizona Teaching Standards. Additionally, first-year, second-year, third-year, and fourth-year teachers agreed that the beginning teacher induction program assisted them in attaining the Arizona Teaching Standards. It appeared that, as a whole group, beginning teachers agreed that the beginning teacher induction program had aided in their attainment of the Arizona Teaching Standards. Further, elementary school administrators, middle school administrators, and high school administrators were in agreement in their perceptions that the beginning teacher induction program assisted beginning teachers in the attainment of seven of the Arizona Teaching Standards. Also, the analysis demonstrated that at the elementary-level, teachers and administrators differed in their perceptions on two standards. There were no significant findings when comparing the teachers and administrators at the middle school level. However, when comparing teachers and administrators at the high school level, the analysis provided significant findings on eight of the Arizona Teaching Standards. Finally, it appeared that school-level administrators agreed that elements of effective beginning teacher induction were present in the program being utilized in the district of study.
Teachers as problem solvers/problem solvers as teachers: Teachers' practice and teaching of mathematical problem solvingGriffin, Gary A.; Miller, Catherine Marie, 1959- (The University of Arizona., 1996)This study investigated the relationship among three high school mathematics teachers definitions and beliefs about mathematical problem solving, their problem solving practices and how they teach mathematical problem solving. Each teacher was interviewed three times and observed once during a problem solving lesson. Data comprised of transcriptions of audio tapes, field notes, and completed problem solving checklists were used to prepare the case studies. While the definitions, practices and teaching of the teachers varied, the findings were consistent within each case. The results suggest that how teachers are taught and what they learn as students are related to how they teach mathematical problem solving.