The Relationship Of Stress And School Leadership On Teacher Morale
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Author | : Mark John Ernst |
Publisher | : |
Total Pages | : 222 |
Release | : 2019 |
Genre | : Educational leadership |
ISBN | : |
Teacher stress and morale have an impact on the education students receive and an individual's approach to the job as a professional educator. A principal’s leadership style can impact the stress and morale of teachers, having an impact on educator attrition. The purpose of this non-experimental, correlational design study was to determine to what extent school leadership and personal stress have on teacher morale. Research questions were formulated to investigate those relationships between principal’s leadership style and an educator's stress and morale. Results show that leadership style can impact both stress and morale in a variety of ways and degrees.
Author | : Judith Lee Johnson |
Publisher | : |
Total Pages | : 208 |
Release | : 1990 |
Genre | : |
ISBN | : |
Author | : N.N. Ganihar |
Publisher | : Discovery Publishing House |
Total Pages | : 300 |
Release | : 2005 |
Genre | : Educational leadership |
ISBN | : 9788171419739 |
Contents: The Problem, Theoretical Background, Review of Related Literature, Research Procedure, Data Analyses and Results, Retrospects and Prospects.
Author | : Jennifer Viaud-Macones |
Publisher | : |
Total Pages | : 0 |
Release | : 2019 |
Genre | : Administration |
ISBN | : 9781392065075 |
This study examined the degree of principal leadership style's effect on teacher morale in 14 public schools in northern New Jersey with a total of 138 participants. Of the 14 participating schools, 10 schools were categorized as elementary level, serving students in kindergarten through eighth grade. Four schools were categorized as high school level, serving students in ninth through twelfth grade. Factors guiding research included teachers' consecutive years of educational service, high-stakes testing subject areas, and a school's socioeconomic status to determine if they contribute to the relationship of principal leadership and teacher morale. Morale levels of teachers were calibrated using the Purdue Teacher Opinionaire (PTO) and the Leadership Practices Inventory (LPI). The PTO measured factors affecting teacher morale. The LPI measured staff perceptions of principal effectiveness in relation to the Five Practices of Exemplary Leadership (Kouzes & Posner, 2012). The study was quantitative in nature and employed a correlational research study design technique. Survey responses were analyzed using an Independent Sample t Test to measure relationship strength. Outcomes identified from this research will contribute positively to the greater educational setting, whether through contributing to leadership training for future principals, informing professional development for seasoned vesteds, or aiding in the creation of future teaching tools. Study results indicate that teachers involved in high-stakes testing and teachers working in the lowest socioeconomic educational environments felt significantly different than teachers not exposed to these factors. This research exposes pertinent leadership characteristics that may prove vital to the development of current and future school leaders and aid the development of specific professional development opportunities. (ProQuest abstract).
Author | : Teresa Mendonça McIntyre |
Publisher | : Springer |
Total Pages | : 522 |
Release | : 2017-08-28 |
Genre | : Psychology |
ISBN | : 3319530534 |
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.
Author | : Christopher Day |
Publisher | : Routledge |
Total Pages | : 193 |
Release | : 2013-12-17 |
Genre | : Education |
ISBN | : 1136685766 |
This book unpicks the complex, dynamic blend of individuals’ psychological and professional assets, workplace conditions and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional and personal circumstances. Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the conditions which are essential for teachers to sustain their commitment and effectiveness over their professional lives, in contexts of challenge and change. Drawing upon a range of educational, psychological, socio-cultural and neuro-scientific research, together with vivid accounts from teachers in a variety of primary and secondary schools internationally, and from their own research on teachers’ work and identities, the authors discuss the dynamic nature, forms and practices of teacher resilience. They argue that resilience in teachers is not only their ability to bounce back in extremely adverse circumstances but that it is the capacity of teachers for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent of their professional lives. The authors conclude that resilience in teachers can be nurtured by the intellectual, social and organisational environments in which teachers work and live, rather than being simply a personal attribute or trait, determined by nature. Resilient Teachers, Resilient Schools will be of key interest to policy makers, head teachers, teachers and training and development organisations who wish to improve quality and standards in schools.
Author | : Jason D. Robinson |
Publisher | : |
Total Pages | : 270 |
Release | : 2010 |
Genre | : Teacher morale |
ISBN | : |
Author | : Diane F. O. Carroll |
Publisher | : |
Total Pages | : 264 |
Release | : 1992 |
Genre | : |
ISBN | : |
Author | : Melissa Newberry |
Publisher | : Emerald Group Publishing |
Total Pages | : 304 |
Release | : 2013-03-25 |
Genre | : Education |
ISBN | : 1781906521 |
The book differs from other books on emotions in teaching by acknowledging all relationships within the complex system of schools and the ways that emotion influences the relationship and practice of the those working within schools- administration, teacher-peer, teacher- student, and veteran- novice.
Author | : Kevin J. Swick |
Publisher | : |
Total Pages | : 40 |
Release | : 1980 |
Genre | : Education |
ISBN | : |
In the past decade, increased demands on teachers have often resulted in situations conducive to stress. Teacher stress is defined as the occurrence of perceived negative situations that result in adverse teacher reactions or behaviors. Teacher stress can result from situations in three areas: (1) environmental stressors, encompassing living conditions, job security, scheduling pressures, and federal programs and regulations; (2) interpersonal stressors, resulting from relationships with family, friends, students, parents, and colleagues; and (3) intrapersonal stress, arising from personal or professional feelings of inadequacy, role conflict or ambiguity, lack of influence, or a sense of alienation. The results of stress can be positive or negative. Some stress management techniques are: organizing the environment to prevent unnecessary stress; using teaching teams; establishing personal and professional priorities; and providing for self-renewal. (FG)