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An inquiry of middle school teacher stress and burnout with a predictive analysis of the characteristics of teachers most likely to experience emotional exhaustion, depersonalization and low personal accomplishment with in-depth interviews.

机译:通过对中学老师的压力和倦怠进行调查,并通过深度访谈对最可能经历情绪疲惫,人格解体和个人成就感低下的老师的特征进行预测分析。

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摘要

There has been an increasing focus on the amount of stress that teachers are expected to cope with on a day-to-day basis. In the early 1930s and 1940s, the need to shift from studying stress only for blue-collar workers became apparent as it became obvious that other professions also dealt with various stressors that ultimately negatively affected their personal and professional relationships, as well as their health. In recent years, the amount of work-related stress on teachers and the effects of that stress have become the focus of many studies. This study investigated the degree of burnout that teachers coped with, in addition to the specific stressors they encountered. In addition, this study sought to determine the impact of various stressors and to predict which groups of teachers, based on selected demographic data, would most likely experience each of the phases of burnout according the Maslach Burnout Inventory-Educators Survey: Emotional Exhaustion, Depersonalization, and Personal Accomplishment. Emotional Exhaustion was evidenced by increased feelings of depleted emotional resources and feelings and of not being capable of being accessible to others on a psychological level. Depersonalization was characterized by negative attitudes toward students. Suppressed feelings of Personal Accomplishment encompassed the final phase of burnout. The sample consisted of 116 female and 19 male middle school teachers employed in a suburban school district in the Mid-South. The results of the study indicated female participants reported slightly higher levels of Emotional Exhaustion when compared with male participants. Although there were slight differences among the participants on each subscale, the results of the research indicated there were no significant characteristics of teachers that would predict burnout among middle school teachers. Specific stressors participants reported included excessive paperwork, lack of support from parents and administrators, and inappropriate student behaviors.
机译:人们越来越关注期望教师每天应付的压力。在1930年代和1940年代初,从研究压力仅转移给蓝领工人的需求变得显而易见,因为其他行业也处理各种压力源,这最终对他们的个人和职业关系以及健康产生了负面影响,这一点显而易见。近年来,与工作有关的压力对教师的影响以及这种压力的影响已成为许多研究的重点。这项研究除了研究他们遇到的特定压力外,还研究了教师应对的倦怠程度。此外,这项研究还试图确定各种压力源的影响,并根据选定的人口统计学数据预测哪组教师最有可能经历倦怠的每个阶段,这是根据Maslach倦怠量表-教育者调查:情绪衰竭,人格解体和个人成就感。疲惫的情绪资源和感觉增加了,并且在心理层面上无法被他人使用,这证明了情绪疲惫。去人格化的特征是对学生的消极态度。个人成就感的抑制包括倦怠的最后阶段。样本包括在中南部郊区学区工作的116名女中学教师和19名男中学教师。研究结果表明,与男性参与者相比,女性参与者的情绪疲惫水平略高。尽管每个子量表的参与者之间均存在细微差异,但研究结果表明,没有可预测中学教师倦怠的教师显着特征。参与者报告的特定压力源包括过多的文书工作,缺乏父母和管理人员的支持以及不适当的学生行为。

著录项

  • 作者

    Johnson, Felicia Dawn.;

  • 作者单位

    Union University.;

  • 授予单位 Union University.;
  • 学科 Education Administration.; Psychology Industrial.
  • 学位 Ed.D.
  • 年度 2005
  • 页码 124 p.
  • 总页数 124
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;工业心理学;
  • 关键词

  • 入库时间 2022-08-17 11:41:30

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