خطر استرس شغلی در بین معلمان
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عنوان فارسی مقاله: خطر استرس شغلی در بین معلمان مهد کودک ایالات متحده
عنوان انگلیسی مقاله: Risk for occupational stress among U.S. kindergarten teachers
مجله/کنفرانس: مجله روانشناسی توسعه کاربردی – Journal of Applied Developmental Psychology
رشته های تحصیلی مرتبط: روانشناسی
گرایش های تحصیلی مرتبط: روانشناسی صنعتی و سازمانی، روانشناسی عمومی
کلمات کلیدی فارسی: استرس معلم، تعهد شغلی، فرسودگی معلم
کلمات کلیدی انگلیسی: Teacher stress، Occupational commitment، Teacher attrition
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus – Master Journals List – JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.appdev.2018.07.003
دانشگاه: University of North Carolina, Charlotte, United States
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2019
ایمپکت فاکتور: 1.956 در سال 2018
شاخص H_index: 73 در سال 2019
شاخص SJR: 1.336 در سال 2018
شناسه ISSN: 0193-3973
شاخص Quartile (چارک): Q1 در سال 2018
فرمت مقاله انگلیسی: PDF
تعداد صفحات مقاله انگلیسی: 8
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: خیر
آیا این مقاله مدل مفهومی دارد: ندارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: ندارد
کد محصول: E14090
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست انگلیسی مطالب

Abstract


Occupational stress among U.S. kindergarten teachers


The transactional conceptualization of occupational stress


The classroom appraisal of resources and demands


Teacher stress among kindergarten teachers


Goals of the current study


Method


Results


Discussion


References

نمونه متن انگلیسی مقاله

Abstract


The 2011–۱۲ Schools and Staffing Survey (SASS) was used to examine occupational stress, occupational commitment, and intention to remain in teaching in a nationally representative sample of U.S. kindergarten teachers (n = 744). Teachers who perceived classroom resources as sufficient to meet demands, tended to report they would become a teacher again (86.5%) and reported intentions to remain in the profession (87.6%). However, of teachers who perceived classroom resources as insufficient to meet classroom demands, only 50.2% reported they would become teachers again, and only 61.4% reported they intended to remain in the profession. Logistic regression was used to examine teacher responses to these items while controlling for school- and teacher-level covariates. Teachers perceiving sufficient resources were more likely to report they would become teachers again and intended to remain in teaching (odds ratios = 2.612, 1.863) while teachers perceiving insufficient resources were much less likely (odds ratios = 0.324, 0.327).


Occupational stress among U.S. kindergarten teachers


Teacher attrition, a phenomenon describing teachers who voluntarily exit the field, has emerged as a major concern for both policy makers and researchers within the United States. The exceedingly high rate of pre-retirement teacher attrition in the U.S. – approximately 5.3% of the workforce – has been well documented over the past several decades, as have the associated financial, organizational, and educational costs (Borman & Maritza, 2008; Kelly & Northrop, 2015; Sutcher, Darling-Hammond, & Carver-Thomas, 2016). Schools, school systems, and state education agencies spend large sums of scarce resources on teacher induction and initial training, on-going professional development of new teachers, and materials for recruitment and hiring. All of these costs increase as teacher turnover grows. Teacher turnover is also disruptive to the educational process and harmful to student developmental progress and achievement of instructional goals. When teachers have a more positive experience with their jobs and are less stressed, they are much more effective at supporting the growth and development of young children. Conversely, when teachers experience greater stress, they create more stressful learning environments for their students (Pakarinen et al., 2010). Recent studies have focused on the affective dimensions of young learners, suggesting that students learning under less stressful environs are more educationally productive. A growing body of evidence has shown that mindfulness training for young students can have positive benefits related to enhanced attention, self-regulation, executive functioning, and social skills (Frank, Jennings, & Greenberg, 2013; Roeser, 2013).

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