مقاله انگلیسی رایگان در مورد خطر استرس شغلی در بین معلمان – الزویر ۲۰۱۹

elsevier

 

مشخصات مقاله
ترجمه عنوان مقاله خطر استرس شغلی در بین معلمان مهد کودک ایالات متحده
عنوان انگلیسی مقاله Risk for occupational stress among U.S. kindergarten teachers
انتشار مقاله سال ۲۰۱۹
تعداد صفحات مقاله انگلیسی ۸ صفحه
هزینه دانلود مقاله انگلیسی رایگان میباشد.
پایگاه داده نشریه الزویر
نوع نگارش مقاله
مقاله پژوهشی (Research Article)
مقاله بیس این مقاله بیس نمیباشد
نمایه (index) Scopus – Master Journals List – JCR
نوع مقاله ISI
فرمت مقاله انگلیسی  PDF
ایمپکت فاکتور(IF)
۱٫۹۵۶ در سال ۲۰۱۸
شاخص H_index ۷۳ در سال ۲۰۱۹
شاخص SJR ۱٫۳۳۶ در سال ۲۰۱۸
شناسه ISSN ۰۱۹۳-۳۹۷۳
شاخص Quartile (چارک) Q1 در سال ۲۰۱۸
مدل مفهومی ندارد
پرسشنامه ندارد
متغیر ندارد
رفرنس دارد
رشته های مرتبط روانشناسی
گرایش های مرتبط روانشناسی صنعتی و سازمانی، روانشناسی عمومی
نوع ارائه مقاله
ژورنال
مجله / کنفرانس مجله روانشناسی توسعه کاربردی – Journal of Applied Developmental Psychology
دانشگاه  University of North Carolina, Charlotte, United States
کلمات کلیدی استرس معلم، تعهد شغلی، فرسودگی معلم
کلمات کلیدی انگلیسی
Teacher stress، Occupational commitment، Teacher attrition
شناسه دیجیتال – doi
https://doi.org/10.1016/j.appdev.2018.07.003
کد محصول  E14090
وضعیت ترجمه مقاله  ترجمه آماده این مقاله موجود نمیباشد. میتوانید از طریق دکمه پایین سفارش دهید.
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فهرست مطالب مقاله:
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

 

بخشی از متن 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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