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Job stress in school staff is a concern for school systems and has an impact on many organizational factors within the school setting. The extent to which school personnel are aware of their stress, coping mechanisms and coping strategies is the focus of this study. The literature review highlights various aspects of stress including the physiology of stress, economic implications, specific job stressors in the field of education, burnout indicators for teachers, principal's awareness of stress, and coping strategies available and reportedly used by school staff.Three job type groups participated in the study: principals, teachers, and support staff. The study focuse don school staff's awareness and perceptions of stress, in addition to coping mechanisms available and reportedly used. A researcher designed online survey instrument entitled the Awareness of Stress and Coping Strategies was used to collect data. A suburban school district in the Mid-South region of the United States was the population studied. There were 211 participants who took part in this study of which 53.6% (n = 113) were teachers, 26.5% (n = 56) were administrators, and 19.9% (n = 42) were support staff. Most participants were female (87.2%). Men represented 12.8% of the participants.Findings from the analysis revealed that there were no significant differences in the perception of stress by job role groups: principals, teachers, and support staff. However, there were statistically significant differences in what stressors were believed to cause the most stress between all three role groups; notable to mention is that a common stressor of satistical significance was interaction with parents. Principals and support staff similarly ranked coping mechanisms; yet, principals and teachers were more inclined not to participate in coping strategies as often as support staff.There is a need to increase stress management opportunities to assist school personnel to meet the changing demands of the education profession. School personnel at the building level must understand how stress impacts their job as well as their ability to carry out their jobs. Principals must take the lead in promoting stress management awareness and coping strategies in order to improve school personnel well-being.
Your school is a lot more than a center of student learning--it also represents a self-contained culture, with traditions and expectations that reflect its unique mission and demographics. In this groundbreaking book, education experts Steve Gruenert and Todd Whitaker offer tools, strategies, and advice for defining, assessing, and ultimately transforming your school's culture into one that is positive, forward-looking, and actively working to enrich students’ lives. Drawing from decades of research on organizational cultures and school leadership, the authors provide everything you need to optimize both the culture and climate of your school, including * "Culture-busting" strategies to help teachers adopt positive attitudes, outlooks, and behaviors; * A framework for pinpointing the type of culture you have, the type that you want, and the actions you need to take to bridge the two; * Tips for hiring, training, and retaining teachers who will actively work to improve your school's culture; and * Instructions on how to create and implement a successful School Culture Rewiring Team. Though often invisible to the naked eye, a school's culture influences everything that takes place under its roof. Whether your school is urban or rural, prosperous or struggling, School Culture Rewired is the ultimate guide to making sure that the culture in your school is guided first and foremost by what's best for your students.
Beat burnout with time-saving best practices for feedback For ELA teachers, the danger of burnout is all too real. Inundated with seemingly insurmountable piles of papers to read, respond to, and grade, many teachers often find themselves struggling to balance differentiated, individualized feedback with the one resource they are already overextended on—time. Matthew Johnson offers classroom-tested solutions that not only alleviate the feedback-burnout cycle, but also lead to significant growth for students. These time-saving strategies built on best practices for feedback help to improve relationships, ignite motivation, and increase student ownership of learning. Flash Feedback also takes teachers to the next level of strategic feedback by sharing: How to craft effective, efficient, and more memorable feedback Strategies for scaffolding students through the meta-cognitive work necessary for real revision A plan for how to create a culture of feedback, including lessons for how to train students in meaningful peer response Downloadable online tools for teacher and student use Moving beyond the theory of working smarter, not harder, Flash Feedback works deeper by developing practices for teacher efficiency that also boost effectiveness by increasing students’ self-efficacy, improving the clarity of our messages, and ultimately creating a classroom centered around meaningful feedback.
This collection of chapters presents research focused on emerging strategies, paradigms, and theories on the sources, experiences, and consequences of stress, coping, and prevention pertaining to students, teachers and administrators. Studies analyze data collected through action research, program evaluation, surveys, qualitative interviewing, auto ethnography, and mixed methods gathered from students and educators in the United States, Italy, Holland, Turkey, and Australia.
Stress experienced by elementary teachers is common, and teachers often discover that stress reduces job satisfaction, performance, and overall well-being. A record number of teachers feel marginalized and leave the profession due to high levels of stress in schools. The current study employed a phenomenological research design and gathered qualitative data from 12 elementary teachers and three corresponding principals who are considered self-sacrificing servant leaders as a possible source of reducing their perceived stress through dyadic relationships. The four attributes of servant leadership conceptually outlined a deductive framework to include an administrator's ability to communicate servant leadership through expressions of humility, empathy, autonomy, and altruism which were categorized into broader themes. The current study organically identified the complex human experience of teacher stress to stimulate new dialogue holistically, produce rich descriptions of stress among teachers, and give rise to unheard voices. The results identified six themes of teacher stress. The themes identified include fatigue, anxiety, frustration, burnout, insecurity, and coping. Teachers interviewed in this study generated 234 significant statements, concluding seven themes relevant to reducing teachers' perceived stress. Servant leaders who convey a perception of reduced stress: prioritized time, were proactive, led by example, valued staff, were approachable, "had my back," and most significantly, did not micromanage were perceived to reduce the stress of subordinates. The strongest servant leadership attributes aligning with reducing the stress of teachers were those of altruism at 37% and empathy at 28%. Although significant, humility at 21% and autonomy at 15% were found to be less influential in reducing perceived stress, and autonomy was found to be a source of stress in some instances. The results may apply to the perspectives of elementary teachers; however, it can be implemented in any organization that applies high standards and seeks to improve the well-being of their subordinates. While servant leadership is not the only leadership style that can reduce stress, themes produced may give rise to a healthier, happier workforce.
The Comprehensive School: Guidelines for the Reorganization of Secondary Education focuses on the main issues basic to the reform of secondary education as part of the move toward comprehensivization in schools. These issues concern the less able and the culturally disadvantaged children; the streaming/non-streaming controversy; guidance and counseling; and the curriculum. This book has 10 chapters; the first of which provides an overview of the comprehensive movement in education and the concept of the common school, as well as the effects of reorganization on academic standards. The discussion then turns to the controversy concerning streaming and non-streaming in the comprehensive school; how to educate at the secondary level children who are less able and/or are culturally deprived; and the importance of vocational guidance and counseling. The chapters that follow explore issues associated with the curriculum and general school policy in the light of the school's aims and its function in society; the problem of size of school; and the nature and scope of secondary school curriculum. This book concludes by assessing the relative advantages and disadvantages of different types of reorganized school. Educators and policymakers with an interest in comprehensive education will find this book extremely helpful.
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