Hispanic Teachers' Experiences with Occupational Stressors While Working in Title I Elementary Schools

Autor/inn/en	Solomon, Coralis; Lambie, Glenn
Titel	Hispanic Teachers' Experiences with Occupational Stressors While Working in Title I Elementary Schools
Quelle	In: Journal of Latinos and Education, 19 (2020) 2, S.148-163 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lambie, Glenn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
DOI	10.1080/15348431.2018.1483245
Schlagwörter	Elementary School Teachers; Hispanic Americans; Stress Variables; Teaching Conditions; Teacher Burnout; Disadvantaged Schools; Poverty; Teacher Administrator Relationship; Expectation; Classroom Techniques; Teacher Student Relationship; Coping; Psychological Patterns; Fatigue (Biology); Family Work Relationship; Cultural Background + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hispanic; Hispanoamerikaner; Lehrbedingungen; Unterrichtsbedingungen; Burnout-syndrom; Burnout; Burnout-Syndrom; Armut; Expectancy; Erwartung; Klassenführung; Teacher student relationships; Lehrer-Schüler-Beziehung; Bewältigung; Fatigue; Ermüdung
Abstract	The purpose of this exploratory phenomenology investigation was to understand Hispanic teachers' (N = 19) experiences relating to occupational stressors while working in Title I elementary schools. Five themes emerged from the data analyses: emotional stressors, general stressors, cultural stressors, coping skills, and teachers' recommendations to school administrators. The five themes aligned with previous research findings, offering implications for future research, teacher educators, and school personnel. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01