Perceptions of Stress Among Native American, Hispanic, and Caucasian K-5 Teachers
Lotz-Drlik, Jane Elizabeth
MetadataShow full item record
Within the context of a nationwide shortage of teachers of color, stable enrollment of Native American students, and increasing enrollments of Hispanic students, the purpose of this study was to examine self-reported stress among Native American, Hispanic, and Caucasian tK-5 teachers. This was a mixed-methods study, with both quantitative and qualitative methods used to collect and analyze the data. A random selection of K-5 teachers working in the Pacific Northwest was invited to respond through an online version of the Wilson Stress Profile for Teachers, a 36-item inventory employing a 1-5 Likert Scale. The data collected were analyzed through use of an earlier study of the Stress Profile by Wei-Ming, Olejnik, Greenwood, and Parkay (1991). Six teachers also agreed to participate in one-on-one interviews. An earlier study by Kyriacou (2008) of "stress triggers" for teachers was used as an initial framework for clarifying and analyzing the intensity of the teachers' self-reported issues. Next, the data were analyzed using the following: first, consideration of oppositional voices to the dominant white discourse; second, education as examination and re-examination; and, finally, attention to the voices of marginalized members of the educational population. Results indicate that the teachers perceived six major concerns: 1) insufficient time; 2) excessively high, unrealistic, and unknown expectations of teachers and of students, held by district and state educational administration; 3) student success; 4) job security; 5) lack of valid and shared data regarding effective instruction; and 6) frequent changes in mandated instructional programs and methods, without sufficient time having been devoted to valid and reliable assessment of those currently in use. The analyses suggested that these concerns were influenced, in varying degrees, by culturally-related factors. These factors included 1) colleagues' perceived cultural prejudice; 2) gender expectations within the Caucasian, Hispanic, and American Indian communities; and 3) bias in policies. This report concludes with overall findings and suggestions for future practice.
Showing items related by title, author, creator and subject.
Special Education Teachers’ Reported Preparedness and Confidence to Implement the 2012 CEC Initial Level Special Educator Preparation Standards Caniglia, Cynthia M (2016)The purpose of this sequential mixed methods study was to investigate special education teachers’ perceptions of preparedness and confidence to implement the 2012 Council for Exceptional Children Initial Special Education ...
IN-SERVICE ELL TEACHERS AND TECHNOLOGY ADOPTION: EXPLORING DIFFUSION OF INNOVATIONS IN LANGUAGE EDUCATION El Shaban, Abir (2017)Based on the idea that the integration of educational technology facilitates changes in teaching and learning, this research study sought to draw an overall picture of the decision to adopt educational technology among ...
Webb, Andie Shane (2012)This study provides a descriptive analysis of teacher evaluation documents used in the state of Washington in 2010-2011. The purpose of the research was to understand what documents were used, differences and similarities ...