Evaluating Teacher Wellness Professional Development: A Three-Year Study

Autor/inn/en	Carpenter, Dick M., II; Field, Julaine; Tucker, Elizabeth; Ferguson, Nicole
Titel	Evaluating Teacher Wellness Professional Development: A Three-Year Study
Quelle	In: Educational Research: Theory and Practice, 34 (2023) 1, S.50-68 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2637-8965
Schlagwörter	Faculty Development; Wellness; Teacher Burnout; Stress Management; Teacher Attitudes; Life Style; Change; Intervention; Health Behavior; Elementary School Teachers; Middle School Teachers; High School Teachers; Colorado + Suchen Sie Ihr Suchwort? Well being; Well-being; Wohlbefinden; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Stressmanagement; Stressbewältigung; Lehrerverhalten; Lebensstil; Wandel; Health behaviour; Gesundheitsverhalten; Elementary school; Grundschule; Volksschule; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	This study examines a three-year teacher wellness initiative in five Colorado, USA, school districts. It focuses on teacher professional development (PD) about self-care and burnout, the value participants attached to the training, and change in teachers' lifestyles, self-care practices, and burnout. Results reveal the value teachers attached to the PD and lifestyles do not show significant differences over time. Self-care practices and burnout show statistically significant improvement during the intervention years, although magnitudes of the differences are small, indicating negligible practical significance. (As Provided).
Anmerkungen	Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01