Show simple item record

dc.contributor.advisorDinham, Sarah M.en_US
dc.contributor.authorPugh, Karen Lavinia, 1965-
dc.creatorPugh, Karen Lavinia, 1965-en_US
dc.date.accessioned2013-05-16T09:42:05Z
dc.date.available2013-05-16T09:42:05Z
dc.date.issued1996en_US
dc.identifier.urihttp://hdl.handle.net/10150/291816
dc.description.abstractThe research questions for this study focus on the stress level reported by new faculty, the causes of stress, and the coping strategies used to deal with stress. Data from the New Faculty Project of the National Center for Postsecondary Teaching, Learning, and Assessment, were analyzed to understand the experiences of newly hired faculty at Research-I, Comprehensive-I, Liberal Arts-I, and Two-Year Institutions. Newly hired non-tenured, and below associate professor rank faculty were selected from the initial sample of 177 newly hired faculty; 136 faculty completed surveys, and 95 faculty completed interviews for each of the first three years of their employment. A moderate level of stress was reported and remained relatively stable over time. The causes of faculty stress were of three types: those innate to the position, those due to being new, and those due to life stressors. Three types of coping strategies were employed: those providing a solution, those allowing faculty to maintain, and those in which faculty "gave up".
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.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.en_US
dc.subjectEducation, Educational Psychology.en_US
dc.subjectPsychology, Industrial.en_US
dc.titleStress in newly hired, novice faculty: Causes, coping strategies, and interventions for faculty and institutionsen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1381773en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.nameM.A.en_US
dc.identifier.bibrecord.b34109523en_US
refterms.dateFOA2018-08-30T02:48:38Z
html.description.abstractThe research questions for this study focus on the stress level reported by new faculty, the causes of stress, and the coping strategies used to deal with stress. Data from the New Faculty Project of the National Center for Postsecondary Teaching, Learning, and Assessment, were analyzed to understand the experiences of newly hired faculty at Research-I, Comprehensive-I, Liberal Arts-I, and Two-Year Institutions. Newly hired non-tenured, and below associate professor rank faculty were selected from the initial sample of 177 newly hired faculty; 136 faculty completed surveys, and 95 faculty completed interviews for each of the first three years of their employment. A moderate level of stress was reported and remained relatively stable over time. The causes of faculty stress were of three types: those innate to the position, those due to being new, and those due to life stressors. Three types of coping strategies were employed: those providing a solution, those allowing faculty to maintain, and those in which faculty "gave up".


Files in this item

Thumbnail
Name:
azu_td_1381773_sip1_m.pdf
Size:
1.422Mb
Format:
PDF

This item appears in the following Collection(s)

Show simple item record