مقاله انگلیسی رایگان در مورد خطر استرس شغلی در بین معلمان – الزویر ۲۰۱۹
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 | |
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
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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. |
دانلود رایگان مقاله | دانلود رایگان مقاله انگلیسی |
سفارش ترجمه این مقاله | سفارش ترجمه این مقاله |
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). |