Addressing elementary school teachers' professional stressors: Practical suggestions for schools and adminstrators

Détails

ID Serval
serval:BIB_923BF218DC9D
Type
Article: article d'un périodique ou d'un magazine.
Collection
Publications
Titre
Addressing elementary school teachers' professional stressors: Practical suggestions for schools and adminstrators
Périodique
Educational Administration Quarterly
Auteur(s)
Stauffer S. D., Mason E. C. M.
Statut éditorial
Publié
Date de publication
12/2013
Peer-reviewed
Oui
Volume
49
Numéro
5
Pages
809-837
Langue
anglais
Résumé
Purpose: Given the preponderance of education reform since the No Child Left Behind Act (U.S. Department of Education, 2001), reform efforts have shaped the nature of the work and culture in schools. The emphasis on standardized testing to determine schools' status and student performance, among other factors, has generated stress, particularly for teachers. Therefore, district and school administrators are encouraged to consider the contextual factors that contribute to teacher stress to address them and to retain high-performing teachers.
Research Methods/Approach: Participants were recruited from two types of schools in order to test hypotheses related to directional responding as a function of working in a more challenging (high-priority) or less challenging (non-high-priority) school environment. We employed content analysis to analyze 64 suburban elementary school teachers' free-responses to a prompt regarding their stress as teachers. We cross-analyzed our findings through external auditing to bolster trustworthiness in the data and in the procedure.
Findings: Teachers reported personal and contextual stressors. Herein, we reported concrete examples of the five categories of contextual stressors teachers identified: political and educational structures, instructional factors, student factors, parent and family factors, and school climate. We found directional qualities and overlapping relationships in the data, partially confirming our hypotheses.
Implications for Research and Practice: We offer specific recommendations for practical ways in which school administrators might systemically address teacher stress based on the five categories of stressors reported by participants. We also suggest means of conducting action research to measure the effects of implemented suggestions.
Mots-clé
teachers, stress, administrators, challenging school environment, elementary school
Web of science
Création de la notice
19/11/2013 15:13
Dernière modification de la notice
03/03/2018 19:31
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