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This booklet presents articles that deal with identifying signs of stress and methods of reducing work-related stressors. An introductory article gives a summary of the causes, consequences, and cures of teacher stress and burnout. In articles on recognizing signs of stress, "Type A" and "Type B" personalities are examined, with implications for stressful behavior related to each type, and a case history of a teacher who was beaten by a student is given. Methods of overcoming job-related stress are suggested in eight articles: (1) "How Some Teachers Avoid Burnout"; (2) "The Nibble Method of Overcoming Stress"; (3) "Twenty Ways I Save Time"; (4) "How To Bring Forth The Relaxation Response"; (5) "How To Draw Vitality From Stress"; (6) "Six Steps to a Positive Addiction"; (7)"Positive Denial: The Case For Not Facing Reality"; and (8) "Conquering Common Stressors". A workshop guide is offered for reducing and preventing teacher burnout by establishing support groups, reducing stressors, changing perceptions of stressors, and improving coping abilities. Workshop roles of initiator, facilitator, and members are discussed. An annotated bibliography of twelve books about stress is included. (FG)
In the current world of education, teacher job satisfaction is declining and teacher stress is increasing. Simultaneously, technology is making its way into the classroom at a rapid rate. This study examined whether there was a relationship between teacher motivation to incorporate educational technology and teacher job satisfaction. It also examined other factors possibly related to job satisfaction, specifically teacher comfort level with technology and teaching assignments. Two survey instruments were used in this study: The Situational Motivation Scale (Guay et al., 2000) and the Generic Job Satisfaction Scale (Macdonald & MacIntyre, 1997). The Situational Motivation Scale was used to categorize participants' motivation to incorporate Educational Technology into either intrinsic motivation, external regulation, identified regulation, or amotivation. The Generic Job Satisfaction Scale quantitatively determined respondents' job satisfaction levels. The survey instrument was completed by 75 respondents, all of which were middle school teachers in Northern New Jersey. The study was quantitative and employed a correlational research design. Data collected was analyzed using a Pearson Correlation test through SPSS 26.0 to determine potential relationships between sources of motivation to incorporate educational technology and teacher job satisfaction. Of the four sources of motivation, the only one to establish a statistically significant relationship with job satisfaction was identified regulation. These results indicate that teachers who see the benefit and value of educational technology demonstrated higher job satisfaction levels. This study adds to the body of knowledge by providing districts and schools with information as to why teachers incorporate educational technology, and may help to guide school leaders as to how to connect teachers with educational technology or possibly divert resources away from educational technology. (ProQuest abstract).
Certain transformational and transactional leadership behaviors exhibited by principals are effective in creating a work environment that supports teacher autonomy and higher levels of teacher job satisfaction. In an age of school reform and increased pressures on teachers to improve student performance, few studies have examined the relationships between principal leadership behaviors, teacher motivation, and teacher job satisfaction. The current study used data gathered from principals to examine the relationships between a principal's transformational and transactional leadership practices and a teacher's autonomous and controlled motivations. In addition, the relationship between a principal's leadership practices and a teacher's level of job satisfaction was examined. Additional analyses were conducted to examine the potential moderating effect of teacher motivation on the relationship between principal leadership style and teacher job satisfaction. Implications for principal training programs, professional development, and future directions for research are discussed.
"Focus[es] on the ... perspective of the 'managed'. ... Throughout the book teachers' own comments illustrate the inticacies of morale, job satisfaction and motivation and enhance our understanding of how, through appropriate school management and leadership, headteachers may get the best out of their staff" --back cover.
Teacher Motivation: Theory and Practice provides a much needed introduction to the current status and future directions of theory and research on teacher motivation. Although there is a robust literature covering the theory and research on student motivation, until recently there has been comparatively little attention paid to teachers. This volume draws together a decade of work from psychological theorists and researchers interested in what motivates people to choose teaching as a career, what motivates them as they work with students in classrooms, the impact of intrinsic and extrinsic forces on career experiences, and how their motivational profiles vary at different stages of their career. With chapters from leading experts on the topic, this volume provides a critical resource not only for educational psychologists, but also for those working in related fields such as educational leadership, teacher development, policy makers and school psychology.
The study examined the relationship between Catholic school teachers' motivation and job satisfaction. The data came from a survey of 716 teachers in three dioceses (Atlanta, Biloxi, and Cheyenne). The school's academic philosophy and its environment were important predictors of the teachers' satisfaction with their sense of efficacy regarding their work with students and their relationships with administrators and other teachers. The motivation to teach in the school because it was a Catholic school was an important predictor of the teachers' satisfaction with the school. The results of the study confirm that the importance of a religious factor as an important motivator for teachers choosing to teach in Catholic schools and an important predictor of their job satisfaction. (Contains 9 tables and 1 footnote.).