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An Exploration of the Central Factors Influencing Teachers' Stress Management in Urban Classrooms

机译：影响城市课堂教师压力管理的主要因素探讨

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摘要

In 1999, it was estimated that 50% of new teachers leave urban districts in less than five years. New urban teachers face a host of demands that can contribute towards stress and burnout. While some of the literature has focused upon teacher stress, to date none has focused upon new teachers who are enrolled in alternative licensure programs with regard to the impact on stress and coping. This doctoral research study used a qualitative methodological approach guided by phenomenology to explore the experiences of new urban teachers with five or less year's experience who were enrolled in an alternative licensure program at a University in Southern New England. The participants were in the process of completing their teaching certification from August 2010 - May 2011. Four middle school math teachers took part and each responded to an in-depth 90-minute semi-structured interview. The research questions were informed by literature on teacher stress and burnout, coping, resiliency, student relationships, teaching efficacy, and a Transactional Model of Stress and Coping. They included (1) What do new urban teachers identify as central factors influencing their capacity to manage stress in the context of their classroom? (2) How do new urban teachers describe conditions they view as stressful? and (3) How do new urban teachers in a licensure program perceive and describe what they do to manage stress? The study results confirmed previous research detailing the implications of stress and burnout. The teachers required supportive supervision and professional development to guide their growth and development. Unmitigated by experience and enough support, the teachers felt uncertain, worried, and overwhelmed. The results of this study suggested that new teachers need support that allows them to draw upon the process of reappraisal to reduce their stress levels and that systemic changes are warranted to improve conditions for new urban teachers. Implications for education are discussed for future research.;Keywords: Teachers, education, stress, urban, burnout, resiliency.
机译：据估计，在1999年，不到50年，有50％的新教师离开市区。新的城市教师面临着许多压力和倦怠的需求。尽管一些文献集中在教师压力上，但迄今为止，没有文献集中在新教师上，这些新教师就压力和应对的影响参加了替代许可计划。这项博士研究使用了一种以现象学为指导的定性方法论方法，探索了具有五年或以下经验的新城市教师的经验，这些教师在新英格兰南部的大学参加了替代执照计划。参与者正在从2010年8月至2011年5月完成他们的教学认证。四位中学数学老师参加了培训，每位老师都进行了一次90分钟的深度半结构化访谈。有关研究问题的文献资料涉及教师的压力和倦怠，应对，弹性，学生关系，教学效能以及压力和应对的交易模型。它们包括（1）新的城市教师认为哪些因素会影响他们在课堂环境中应对压力的能力？ （2）新任城市教师如何描述他们认为有压力的条件？ （3）执照计划中的新城市教师如何感知并描述他们为缓解压力所做的工作？该研究结果证实了先前的研究，该研究详述了压力和倦怠的含义。教师需要支持性的监督和专业发展，以指导他们的成长和发展。没有经验和足够的支持，教师们感到不确定，担忧和不知所措。这项研究的结果表明，新教师需要支持，使他们能够利用重新评估的过程来减轻他们的压力水平，并且有必要进行系统的改变以改​​善新的城市教师的条件。关键词：教师，教育，压力，城市，倦怠，适应力。

著录项

  • 作者

    Costa, Kristen Lee.;

  • 作者单位

    Northeastern University.;

  • 授予单位 Northeastern University.;
  • 学科 Educational administration.;Occupational psychology.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 180 p.
  • 总页数 180
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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