Addressing Elementary School Teachers' Professional Stressors: Practical Suggestions for Schools and Administrators

Autor/inn/en	Stauffer, Sarah D.; Mason, Erin C. M.
Titel	Addressing Elementary School Teachers' Professional Stressors: Practical Suggestions for Schools and Administrators
Quelle	In: Educational Administration Quarterly, 49 (2013) 5, S.809-837 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X13482578
Schlagwörter	Elementary School Teachers; Stress Variables; Hypothesis Testing; Prompting; Content Analysis; Work Environment; Predictor Variables; Political Influences; Power Structure; Organizational Climate; Educational Responsibility; Student Behavior; Stress Management + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hypothesenprüfung; Hypothesentest; Benutzerführung; Inhaltsanalyse; Arbeitsmilieu; Prädiktor; Political influence; Politischer Einfluss; Organisationsklima; Erziehungsverantwortung; Student behaviour; Schülerverhalten; Stressmanagement; Stressbewältigung
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10