Literaturnachweis - Detailanzeige
| Autor/inn/en | Garwood, Justin D.; Werts, Margaret G.; Varghese, Cheryl; Gosey, Leanne |
|---|---|
| Titel | Mixed-Methods Analysis of Rural Special Educators' Role Stressors, Behavior Management, and Burnout |
| Quelle | In: Rural Special Education Quarterly, 37 (2018) 1, S.30-43 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/8756870517745270 |
| Schlagwörter | Rural Schools; Special Education Teachers; Mixed Methods Research; Teacher Role; Teacher Responsibility; Stress Variables; Stress Management; Behavior Change; Teacher Burnout; Focus Groups; Interviews; Teacher Surveys; Emotional Experience; Role Conflict; Teacher Student Relationship; Classroom Techniques; Multiple Regression Analysis; Well Being; Interpersonal Relationship; Elementary Secondary Education; Measures (Individuals); Maslach Burnout Inventory Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerrolle; Lehrverpflichtung; Stressmanagement; Stressbewältigung; Burnout-syndrom; Burnout; Burnout-Syndrom; Interviewing; Interviewtechnik; Rollenkonflikt; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Well-being; Wellness; Wohlbefinden; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Messdaten |
| Abstract | The researchers of this study used a mixed-methods approach to understand issues of rural special education teacher burnout. Results of survey responses (n = 64) and follow-up focus group interviews (n = 12) from rural special education teachers indicated several factors contributing to stress and burnout. Teachers noted that lack of clarity in their roles, too many facets to the roles, emotional exhaustion, and lack of accomplishment contributed to their perceptions. Good working relationships with colleagues and administrators, building relationships with students, and a high level of self-advocacy were noted as helping to maintain mental health and a work--life balance. Possible steps to alleviate risk factors of rural special education teacher burnout are discussed. (As Provided). |
| Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
