Elementary Teacher Stress and Students with Disabilities: Examining the Link between Coping and Training

Autor/in	Magee, Elyssa
Titel	Elementary Teacher Stress and Students with Disabilities: Examining the Link between Coping and Training
Quelle	(2022), (124 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Fordham University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4268-5161-0
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Stress Variables; Coping; Students with Disabilities; Teacher Student Relationship; Urban Schools; School Districts; Faculty Development; Teacher Education Programs; Behavior Problems; Student Characteristics; Special Education; Comparative Analysis; Special Education Teachers; General Education; Teacher Certification; Teacher Attitudes; Intervention; New York; New Jersey + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Bewältigung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Sonderpädagoge; Allgemein bildendes Schulwesen; Allgemeinbildung; Lehrerverhalten
Abstract	Researchers have documented the longstanding rates of teacher stress, as student populations rise, and size of the teacher workforce decreases. They have also examined the lack of training provided to teachers, specifically as it relates to students with disabilities (SWD) and students with problem behaviors (SWPB). However, research has not examined how all these variables, along with teachers' coping strategies, impact their stress, and whether teachers differ in this experience. This study examined the effects of coping strategies, student characteristics (SWD, SWPB), and training to work with SWD on teachers' experience of stress in general and special education settings. Participants were 370 certified teachers employed full time in a school (non-daycare) setting. Group comparisons included 255 special education teachers and 115 in general education. Most participants reported working in urban school districts in New York and New Jersey. Independent sample t-tests, a MANOVA, and hierarchical regression analysis were conducted. Results indicate that active coping, avoidant coping, and percentage of SWD were predictive of teacher stress. Some teacher differences were present as SE teachers reported significantly higher experiences of stress, using avoidant coping strategies more often, higher SWD, and SWPB. Predictors of stress differed by teacher group. Implications for future research and for the development of targeted intervention efforts are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01