國立虎尾科技大學 |

K-12 School Principals' Perceptions Regarding Leadership Practices Supporting Teachers Who Experience Burnout.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	K-12 School Principals' Perceptions Regarding Leadership Practices Supporting Teachers Who Experience Burnout./
作者:	Parish, Veronica Michelle.
面頁冊數:	1 online resource (115 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
標題:	Educational psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798381692143

K-12 School Principals' Perceptions Regarding Leadership Practices Supporting Teachers Who Experience Burnout.
Parish, Veronica Michelle.

K-12 School Principals' Perceptions Regarding Leadership Practices Supporting Teachers Who Experience Burnout. - 1 online resource (115 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (Ed.D.)--Walden University, 2024.

Includes bibliographical references

Excessive workplace stress and burnout have been persistent issues for teachers in the public school setting. The problem addressed in this project study was that K-12 school principals are inconsistently implementing leadership practices (LPs) to support teachers who experience burnout in two public school districts under study. Guided by the instructional leadership theory of Hallinger and Murphy, the purpose of this project study was to examine the perceptions of K-12 school principals regarding their implementation of LPs to support teachers who experience burnout. In this basic qualitative research design 10 K-12 principals from a local school district were purposefully selected for semistructured interviews. Interview data were analyzed using open and axial coding to identify themes. The themes revealed that the K-12 principals applied their LPs to (a) support teachers who experience burnout by providing feedback, (b) retain teachers by resolving teachers' work-related issues, (c) create a positive work environment for teachers, and (d) clearly communicate curriculum expectations to teachers. These findings reinforce the need for principals to provide support aimed at preventing and mitigating burnout among their teachers whenever possible. Thus, a position paper was developed with recommendations for K-12 school principals to apply LPs to support teachers who experience burnout. By helping K-12 school principals better understand and address the needs of teachers who experience burnout, teachers may be better prepared to teach and more likely to remain in the teaching profession, prompting positive social change over time.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798381692143Subjects--Topical Terms:

555103
Educational psychology.
Subjects--Index Terms:

Workplace stressIndex Terms--Genre/Form:

554714
Electronic books.

K-12 School Principals' Perceptions Regarding Leadership Practices Supporting Teachers Who Experience Burnout.
LDR:03062ntm a22003977 4500 001 1144690
005 20240611104339.5
006 m o d
007 cr mn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798381692143
035 $a (MiAaPQ)AAI30992160
035 $a AAI30992160
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Parish, Veronica Michelle. $3 1469803
245 1 0 $a K-12 School Principals' Perceptions Regarding Leadership Practices Supporting Teachers Who Experience Burnout.
264 0 $c 2024
300 $a 1 online resource (115 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
500 $a Advisor: Wilson, Andrea.
502 $a Thesis (Ed.D.)--Walden University, 2024.
504 $a Includes bibliographical references
520 $a Excessive workplace stress and burnout have been persistent issues for teachers in the public school setting. The problem addressed in this project study was that K-12 school principals are inconsistently implementing leadership practices (LPs) to support teachers who experience burnout in two public school districts under study. Guided by the instructional leadership theory of Hallinger and Murphy, the purpose of this project study was to examine the perceptions of K-12 school principals regarding their implementation of LPs to support teachers who experience burnout. In this basic qualitative research design 10 K-12 principals from a local school district were purposefully selected for semistructured interviews. Interview data were analyzed using open and axial coding to identify themes. The themes revealed that the K-12 principals applied their LPs to (a) support teachers who experience burnout by providing feedback, (b) retain teachers by resolving teachers' work-related issues, (c) create a positive work environment for teachers, and (d) clearly communicate curriculum expectations to teachers. These findings reinforce the need for principals to provide support aimed at preventing and mitigating burnout among their teachers whenever possible. Thus, a position paper was developed with recommendations for K-12 school principals to apply LPs to support teachers who experience burnout. By helping K-12 school principals better understand and address the needs of teachers who experience burnout, teachers may be better prepared to teach and more likely to remain in the teaching profession, prompting positive social change over time.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational psychology. $3 555103
650 4 $a Teacher education. $3 1148451
650 4 $a Educational administration. $3 1148465
650 4 $a Educational leadership. $3 585508
653 $a Workplace stress
653 $a Leadership practices
653 $a Curriculum expectations
653 $a Work-related issues
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0530
690 $a 0514
690 $a 0525
710 2 $a Walden University. $b Education. $3 1148424
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-08A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30992160 $z click for full text (PQDT)