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Coping Strategies Title I Teachers U...

Jeter, Lisa.

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Coping Strategies Title I Teachers Use to Manage Burnout and Stress: A Multisite Case Study.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Coping Strategies Title I Teachers Use to Manage Burnout and Stress: A Multisite Case Study./
Author:	Jeter, Lisa.
Description:	111 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
Contained By:	Dissertation Abstracts International74-08A(E).
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3569193
ISBN:	9781303047190

Coping Strategies Title I Teachers Use to Manage Burnout and Stress: A Multisite Case Study.
Jeter, Lisa.

Coping Strategies Title I Teachers Use to Manage Burnout and Stress: A Multisite Case Study. - 111 p.

Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2013.

Teacher burnout contributes to poor psychological and physical health, absenteeism, early retirement, and leads to inadequate teacher performance with adverse outcomes in student learning and achievement. Effective coping skills have been proposed as possible protectors from the effects of burnout; therefore, examining teachers' coping resources could assist in protecting teachers from the effects of burnout. The purpose of this descriptive multisite case study was to examine the perceptions of teacher work-related stress and burnout and how teachers effectively manage stress and burnout. Teachers from a Title I elementary, middle, and high school in the southern United States who identified themselves as having experienced burnout were invited to participate in the study, explore the research questions concerning the causes of work-related stress and burnout, and indicate their most common methods of coping with stress and burnout. All teachers who experienced burnout were asked to complete the Maslach Burnout Inventory and the Ways of Coping Questionnaire in order to determine how they had suffered from stress and burnout and which methods of coping they used to manage the conditions. In addition, a smaller subset of these teachers was asked to participate in individual interviews and focus groups to discuss their personal experiences related to work-related stress and burnout in detail. Findings showed that all of the participating teachers in the study had suffered from emotional exhaustion at some point in their teaching career and that six of the participants experienced a high level of burnout. The participants reported the use of emotion-focused coping strategies primarily to manage their work-related stress and burnout. Previous research findings propose that teacher burnout is a result of inappropriate coping resources. The county school system that was the focus of this study could assist teachers in management of burnout and stress by offering training or information for using problem-focused coping strategies. If teachers were informed about strategies and developed the skills necessary to enhance their coping skills, conceivably burnout and work-related stress could be reduced.

ISBN: 9781303047190Subjects--Topical Terms:

626645
Education, Administration.

Coping Strategies Title I Teachers Use to Manage Burnout and Stress: A Multisite Case Study.
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500 $a Source: Dissertation Abstracts International, Volume: 74-08(E), Section: A.
500 $a Adviser: Linda Gaughan.
502 $a Thesis (Ed.D.)--Northcentral University, 2013.
520 $a Teacher burnout contributes to poor psychological and physical health, absenteeism, early retirement, and leads to inadequate teacher performance with adverse outcomes in student learning and achievement. Effective coping skills have been proposed as possible protectors from the effects of burnout; therefore, examining teachers' coping resources could assist in protecting teachers from the effects of burnout. The purpose of this descriptive multisite case study was to examine the perceptions of teacher work-related stress and burnout and how teachers effectively manage stress and burnout. Teachers from a Title I elementary, middle, and high school in the southern United States who identified themselves as having experienced burnout were invited to participate in the study, explore the research questions concerning the causes of work-related stress and burnout, and indicate their most common methods of coping with stress and burnout. All teachers who experienced burnout were asked to complete the Maslach Burnout Inventory and the Ways of Coping Questionnaire in order to determine how they had suffered from stress and burnout and which methods of coping they used to manage the conditions. In addition, a smaller subset of these teachers was asked to participate in individual interviews and focus groups to discuss their personal experiences related to work-related stress and burnout in detail. Findings showed that all of the participating teachers in the study had suffered from emotional exhaustion at some point in their teaching career and that six of the participants experienced a high level of burnout. The participants reported the use of emotion-focused coping strategies primarily to manage their work-related stress and burnout. Previous research findings propose that teacher burnout is a result of inappropriate coping resources. The county school system that was the focus of this study could assist teachers in management of burnout and stress by offering training or information for using problem-focused coping strategies. If teachers were informed about strategies and developed the skills necessary to enhance their coping skills, conceivably burnout and work-related stress could be reduced.
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