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Employee assistance programs : = Teachers' perceptions about their utilization and principals' perceptions of their utility.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Employee assistance programs :/
其他題名:	Teachers' perceptions about their utilization and principals' perceptions of their utility.
作者:	Howard, Judith Hart.
面頁冊數:	1 online resource (195 pages)
附註:	Source: Dissertations Abstracts International, Volume: 54-02, Section: A.
Contained By:	Dissertations Abstracts International54-02A.
標題:	School counseling. -
電子資源:	click for full text (PQDT)
ISBN:	9798208516263

Employee assistance programs : = Teachers' perceptions about their utilization and principals' perceptions of their utility.
Howard, Judith Hart.

Employee assistance programs :Teachers' perceptions about their utilization and principals' perceptions of their utility. - 1 online resource (195 pages)

Source: Dissertations Abstracts International, Volume: 54-02, Section: A.

Thesis (Ed.D.)--Peabody College for Teachers of Vanderbilt University, 1992.

Includes bibliographical references

Employee assistance programs (EAPs) offered to teachers address a variety of problems--substance abuse, marital, familial, and emotional. Individuals who experience any of these problems may find that their work performance suffers. One major way for teachers to get help from an EAP is to self-refer. An EAP also provides a resource for principals to use when confronting problem employees. EAP statistics show a low percentage of teachers use the services of their EAPs. This study's intent was to investigate reasons for the low utilization. Data collection involved two researcher-constructed questionnaires. The Survey of Teachers' Perceptions of EAP Utilization, was administered to a stratified random sample of 150 kindergarten through 12th-grade public school teachers who have access to an EAP. The questionnaire elicited information from teachers on possible reasons why teachers do not choose to utilize the EAP and for types of problems teachers would consider using the EAP. Gender and years of teaching experience were the two demographic variables incorporated into the survey design. The Survey of Principals' Perceptions on Supervising the Troubled Teacher, was administered to all 20 principals of the school district used to obtain the teacher sample. The principal questionnaire elicited information in three areas: factors influencing the principals' ability to identify troubled teachers, beliefs preventing principals from confronting poorly-performing teachers, and factors hindering principals from recommending the EAP to troubled teachers. Gender and years of supervisory experience were the two demographic variables incorporated into the survey design. Results of the study indicated that teachers perceived as the most inhibiting factors to EAP utilization the lack of principal confrontation, fear of parents finding out, teachers acting as self-counselors, lack of knowledge about the EAP, and fear of confidentiality. Principals held three beliefs that might inhibit EAP referral--prior principal's poor documentation of the teacher's problem, friendship with a troubled teacher, and the teacher's adverse emotional reactions after confrontation.

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

Mode of access: World Wide Web

ISBN: 9798208516263Subjects--Topical Terms:

1181607
School counseling.
Index Terms--Genre/Form:

554714
Electronic books.

Employee assistance programs : = Teachers' perceptions about their utilization and principals' perceptions of their utility.
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504 $a Includes bibliographical references
520 $a Employee assistance programs (EAPs) offered to teachers address a variety of problems--substance abuse, marital, familial, and emotional. Individuals who experience any of these problems may find that their work performance suffers. One major way for teachers to get help from an EAP is to self-refer. An EAP also provides a resource for principals to use when confronting problem employees. EAP statistics show a low percentage of teachers use the services of their EAPs. This study's intent was to investigate reasons for the low utilization. Data collection involved two researcher-constructed questionnaires. The Survey of Teachers' Perceptions of EAP Utilization, was administered to a stratified random sample of 150 kindergarten through 12th-grade public school teachers who have access to an EAP. The questionnaire elicited information from teachers on possible reasons why teachers do not choose to utilize the EAP and for types of problems teachers would consider using the EAP. Gender and years of teaching experience were the two demographic variables incorporated into the survey design. The Survey of Principals' Perceptions on Supervising the Troubled Teacher, was administered to all 20 principals of the school district used to obtain the teacher sample. The principal questionnaire elicited information in three areas: factors influencing the principals' ability to identify troubled teachers, beliefs preventing principals from confronting poorly-performing teachers, and factors hindering principals from recommending the EAP to troubled teachers. Gender and years of supervisory experience were the two demographic variables incorporated into the survey design. Results of the study indicated that teachers perceived as the most inhibiting factors to EAP utilization the lack of principal confrontation, fear of parents finding out, teachers acting as self-counselors, lack of knowledge about the EAP, and fear of confidentiality. Principals held three beliefs that might inhibit EAP referral--prior principal's poor documentation of the teacher's problem, friendship with a troubled teacher, and the teacher's adverse emotional reactions after confrontation.
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