Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions.

Journal of Educational Psychology, Journal Year: 2017, Volume and Issue: 109(7), P. 1010 - 1028

Published: Feb. 13, 2017

Understanding teachers’ stress is of critical importance to address the challenges in today’s educational climate. Growing numbers teachers are reporting high levels occupational stress, and teacher turnover having a negative impact on education quality. Cultivating Awareness Resilience Education (CARE for Teachers) mindfulness-based professional development program designed promote social emotional competence improve quality classroom interactions. The efficacy was assessed using cluster randomized trial design involving 36 urban elementary schools 224 teachers. CARE Teachers involved 30 hr in-person training addition intersession phone coaching. At both pre- postintervention, completed self-report measures assessments their participating students. Teachers’ classrooms were observed coded Classroom Assessment Scoring System (CLASS). Analyses showed that had statistically significant direct positive effects adaptive emotion regulation, mindfulness, psychological distress, time urgency. also effect support domain CLASS. present findings indicate an effective promoting increasing (PsycINFO Database Record (c) 2017 APA, all rights reserved)

Language: Английский

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Teacher stress and burnout in urban middle schools: Associations with job demands, resources, and effective classroom practices

Journal of School Psychology, Journal Year: 2019, Volume and Issue: 77, P. 36 - 51

Published: Nov. 22, 2019

Language: Английский

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Teachers’ emotional exhaustion is negatively related to students’ achievement: Evidence from a large-scale assessment study.

Journal of Educational Psychology, Journal Year: 2016, Volume and Issue: 108(8), P. 1193 - 1203

Published: April 7, 2016

Prior research has demonstrated that teachers’ professional knowledge and motivation are strongly related to students’ learning motivation. Symptoms of stress burnout (e.g., emotional exhaustion) also thought influence achievement, but no empirical study tested this prediction. Using multilevel analyses a representative sample consisting 1,102 German elementary school teachers their students, we addressed gap in by examining the association between exhaustion achievement mathematics, testing whether classroom composition moderates relation. We controlled for gender, years experience, teaching certificate, class, on student level language spoken at home, socioeconomic status, cognitive ability. Results revealed was significantly negatively mathematics even after teacher characteristics were for. Classroom moderated relation, whereby more classes with high percentage minority students. These results highlight importance well-being learning. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

Language: Английский

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Does teacher burnout affect students? A systematic review of its association with academic achievement and student-reported outcomes

International Journal of Educational Research, Journal Year: 2020, Volume and Issue: 105, P. 101714 - 101714

Published: Nov. 28, 2020

Language: Английский

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Relations between teachers’ emotional exhaustion and students’ educational outcomes.

Journal of Educational Psychology, Journal Year: 2016, Volume and Issue: 108(6), P. 800 - 813

Published: Jan. 19, 2016

Studies investigating the effects of emotional exhaustion among teachers have primarily focused on its relations with teacher-related outcome variables but little research has been done for examining student outcomes.Therefore, this study examines between teachers' and educational outcomes students.Students' considered here cover a wide range cognitive (i.e., achievement in terms school grades standardized test scores) noncognitive (competence self-perceptions, satisfaction, perceptions teacher support) outcomes.The analyses are based PIRLS 2006 German data including 380 7899 4 th grade students.The results demonstrated direct negative class average students' grades, scores, support, not competence self-perceptions.At individual level, showed significant non-cognitive academic achievement.

Language: Английский

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The Experience of COVID-19 and Its Impact on Teachers’ Mental Health, Coping, and Teaching

School Psychology Review, Journal Year: 2021, Volume and Issue: 50(4), P. 491 - 504

Published: March 4, 2021

The COVID-19 pandemic has placed significant demands on teachers. current study uses needs assessment data gathered from 454 New Orleans charter school teachers (81% women; 55% Black; 73% regular education) during the first months of pandemic. On average, experienced seven stressors (out 18 surveyed) and four protective factors six surveyed). Teachers who more reported worse mental health found it harder to cope teach. Experiencing was associated with finding easier In comparison White teachers, Black better health, factors, less a negative impact stressors, positive factors. Lack connection online teaching challenges were most difficult aspects pandemic; support coworkers administrators helpful. Recommendations are discussed.

Language: Английский

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Educating the Whole Child: Improving School Climate to Support Student Success

Published: Sept. 7, 2018

Language: Английский

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Stress, coping strategies and academic achievement in teacher education students

European Journal of Teacher Education, Journal Year: 2019, Volume and Issue: 42(3), P. 375 - 390

Published: Feb. 15, 2019

University students experience stress, and how they cope with this stress affects their academic achievement. This study examined in teacher education had three objectives: to describe different degrees of coping styles; the relationship between strategies achievement; examine whether increased age can moderate effects on achievement 334 university-students. There were main findings: many experienced used avoidance strategies; who under less engaged cognitive more problem-focused also made performed worse, but affected performance less. In students, it is important recognize address harmful well-being achievement, avoid long-term problems professional personal life.

Language: Английский

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Teacher burnout explained: Teacher-, student-, and organisation-level variables

Teaching and Teacher Education, Journal Year: 2020, Volume and Issue: 97, P. 103221 - 103221

Published: Oct. 27, 2020

Understanding the factors related to teacher burnout helps in creating schools which foster teachers' job satisfaction and delivery of high-quality education. We studied its three subdomains across several teacher-, student-, organisation-level variables, including category, class size, number students with support needs, attitudes towards inclusive education, availability support. The participants were 4567 Finnish primary school teachers consisting 2080 classroom teachers, 1744 subject 438 special-class 305 resource room teachers. Several associations between background variables observed recommendations made based on these results.

Language: Английский

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When Fulfillment is Not Enough: Early Childhood Teacher Occupational Burnout and Turnover Intentions from a Job Demands and Resources Perspective

Early Education and Development, Journal Year: 2020, Volume and Issue: 31(7), P. 1011 - 1030

Published: Aug. 2, 2020

Research Findings: This study examined the job demands and resources of a sample 273 early childhood teachers in Colorado. The explored relationships among their resources, occupational burnout, turnover intentions using two-level mediated model. Study findings suggest that teachers' emotional exhaustion depersonalization from work is function lack control, collegial within program, children's behaviors they perceived to be challenging. However, also reported being more fulfilled with when worked programs which there was shared vision allowed for greater control. Additionally, who earned lower wages, held postsecondary degree, exhaustion, expressed less organization were likely indicate leave job. Higher levels collegiality indirectly related via teachers. Policy or Practice: can used inform leadership development, teacher professional workforce compensation policy foster organizational health, improve well-being, promote retention.

Language: Английский

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