國立虎尾科技大學 |

Well-Being Behaviors and Outcomes in Arkansas Teachers : = A Qualitative Analysis of Teachers in Arkansas During the COVID-19 Pandemic.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Well-Being Behaviors and Outcomes in Arkansas Teachers :/
其他題名:	A Qualitative Analysis of Teachers in Arkansas During the COVID-19 Pandemic.
作者:	Human, Ashton.
面頁冊數:	1 online resource (172 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
標題:	Kinesiology. -
電子資源:	click for full text (PQDT)
ISBN:	9798382797649

Well-Being Behaviors and Outcomes in Arkansas Teachers : = A Qualitative Analysis of Teachers in Arkansas During the COVID-19 Pandemic.
Human, Ashton.

Well-Being Behaviors and Outcomes in Arkansas Teachers :A Qualitative Analysis of Teachers in Arkansas During the COVID-19 Pandemic. - 1 online resource (172 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--University of Arkansas, 2024.

Includes bibliographical references

Introduction: The COVID-19 pandemic introduced new challenges to teachers and emphasized those already existing in the education system. The increased reliance upon technology and lack of administrative support perceived during distance learning led to lower levels of commitment to teaching and increased levels of teacher burnout. Burnout risk is associated with an increased workload, exhaustion from job demands, cynicism toward the professional community and has been shown to have a negative relationship with well-being. Teachers experiencing burnout are unable to establish positive relationships with students, understand students' needs, stay in contact with trends in the education field, or provide pedagogically effective lessons. Purpose: The purpose of this dissertation was to explore the perception of burnout among Arkansas teachers during the COVID-19 pandemic and its perceived impact on work behaviors and well-being. Methods: Study 1 implemented grounded theory methodology to analyze qualitative interviews from 25 female K-12 teachers in Arkansas to explore the perception of stress and burnout within this sample. Study 2 involved a thematic analysis of qualitative interviews from 55 STEM teachers in Arkansas aimed at exploring perceptions of stress and burnout within this population and the impact of those factors on discretionary behaviors, such as helping behaviors at work and energy for activities outside of work, and well-being (e.g. sleep hygiene, dietary habits, physical activity levels). Results: Study 1 proposed a systems-based theoretical model describing the relationship between factors contributing to perceived stress and burnout and the resources utilized to cope. Perceived stressors at each ecological level are appraised by participants who determine if they possess adequate coping resources to manage the stressor. Coping resources have the potential to impact the gravity of the threat that a stressor poses and the severity of the perceived stress, acting as potential moderators of the relationship between stressors and the appraisal process and between stress and its outcomes. Study 2 identified 55 emerging themes describing factors potentially contributing to perceived stress and burnout within this sample and the potential impact of those factors on work behaviors and well-being. Further analysis resulted in three overarching themes - lack of time, social support, and work behaviors. This exploratory study provided direction for future work related to holistic teacher well-being. Conclusions: Lack of social and administrative support, heavy workload, modified teaching, and COVID-19 policies contributed to feelings of stress and burnout among teachers in Arkansas during times of crisis. Similarly, factors in the workplace potentially impact energy availability for discretionary behaviors (e.g. activities outside of work, dietary habits, physical activity). This dissertation can potentially be used to inform educational policy change that better suits teacher well-being in and outside of the workplace.

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

Mode of access: World Wide Web

ISBN: 9798382797649Subjects--Topical Terms:

721210
Kinesiology.
Subjects--Index Terms:

Education systemIndex Terms--Genre/Form:

554714
Electronic books.

Well-Being Behaviors and Outcomes in Arkansas Teachers : = A Qualitative Analysis of Teachers in Arkansas During the COVID-19 Pandemic.
LDR:04537ntm a22004097 4500 001 1146330
005 20240812064411.5
006 m o d
007 cr bn ---uuuuu
008 250605s2024 xx obm 000 0 eng d
020 $a 9798382797649
035 $a (MiAaPQ)AAI31244173
035 $a AAI31244173
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Human, Ashton. $3 1471703
245 1 0 $a Well-Being Behaviors and Outcomes in Arkansas Teachers : $b A Qualitative Analysis of Teachers in Arkansas During the COVID-19 Pandemic.
264 0 $c 2024
300 $a 1 online resource (172 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: 85-12, Section: A.
500 $a Advisor: Gallagher, Kaitlin M.
502 $a Thesis (Ph.D.)--University of Arkansas, 2024.
504 $a Includes bibliographical references
520 $a Introduction: The COVID-19 pandemic introduced new challenges to teachers and emphasized those already existing in the education system. The increased reliance upon technology and lack of administrative support perceived during distance learning led to lower levels of commitment to teaching and increased levels of teacher burnout. Burnout risk is associated with an increased workload, exhaustion from job demands, cynicism toward the professional community and has been shown to have a negative relationship with well-being. Teachers experiencing burnout are unable to establish positive relationships with students, understand students' needs, stay in contact with trends in the education field, or provide pedagogically effective lessons. Purpose: The purpose of this dissertation was to explore the perception of burnout among Arkansas teachers during the COVID-19 pandemic and its perceived impact on work behaviors and well-being. Methods: Study 1 implemented grounded theory methodology to analyze qualitative interviews from 25 female K-12 teachers in Arkansas to explore the perception of stress and burnout within this sample. Study 2 involved a thematic analysis of qualitative interviews from 55 STEM teachers in Arkansas aimed at exploring perceptions of stress and burnout within this population and the impact of those factors on discretionary behaviors, such as helping behaviors at work and energy for activities outside of work, and well-being (e.g. sleep hygiene, dietary habits, physical activity levels). Results: Study 1 proposed a systems-based theoretical model describing the relationship between factors contributing to perceived stress and burnout and the resources utilized to cope. Perceived stressors at each ecological level are appraised by participants who determine if they possess adequate coping resources to manage the stressor. Coping resources have the potential to impact the gravity of the threat that a stressor poses and the severity of the perceived stress, acting as potential moderators of the relationship between stressors and the appraisal process and between stress and its outcomes. Study 2 identified 55 emerging themes describing factors potentially contributing to perceived stress and burnout within this sample and the potential impact of those factors on work behaviors and well-being. Further analysis resulted in three overarching themes - lack of time, social support, and work behaviors. This exploratory study provided direction for future work related to holistic teacher well-being. Conclusions: Lack of social and administrative support, heavy workload, modified teaching, and COVID-19 policies contributed to feelings of stress and burnout among teachers in Arkansas during times of crisis. Similarly, factors in the workplace potentially impact energy availability for discretionary behaviors (e.g. activities outside of work, dietary habits, physical activity). This dissertation can potentially be used to inform educational policy change that better suits teacher well-being in and outside of the workplace.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Kinesiology. $3 721210
650 4 $a Educational psychology. $3 555103
650 4 $a Education policy. $3 1107727
650 4 $a Health sciences. $3 1179212
653 $a Education system
653 $a COVID-19 pandemic
653 $a Occupational health
653 $a STEM teachers
653 $a K-12 teachers
655 7 $a Electronic books. $2 local $3 554714
690 $a 0566
690 $a 0575
690 $a 0525
690 $a 0458
710 2 $a University of Arkansas. $b Health Science. $3 1471704
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 85-12A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31244173 $z click for full text (PQDT)