Search results for: Social support groups
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Identifying primary and secondary stressors, buffers, and supports that impact ECE teacher wellbeing: implications for teacher education
Stress has been shown to negatively impact early childhood teachers’ abilities to provide high quality, responsive environments for young children. Previous studies of early childhood teacher stress have focused on the tasks and responsibilities inherent in the job as well as on structural conditions within the field of early childhood education. The present study explored inter- and intra-personal dimensions of early childhood teacher stress and applied the Stress Process model to teachers’ experience of work-related stress. Results from this qualitative study suggest that teachers experience primary stressors associated with the work itself and interactions with others within the workplace. They also experience secondary stressors when their work interferes with other domains of their lives. Despite these stressors, teachers have developed a variety of coping strategies and created networks of social support to buffer the impact of stressors on their practice. These findings use teachers’ own experiences to inform the types of pre-service training, professional development, and policy interventions that have the greatest potential to reduce ECE teacher stress and enable them to provide the highest quality early care and education for all children.
Updated: Sep. 24, 2021
The role of received social support and self-efficacy for the satisfaction of basic psychological needs in teacher education
The authors conducted a cross-sectional questionnaire study in 2016 with 697 student teachers from two Universities. The study used structural equation modelling to analyse the effects of received social support from family and fellow-students as well as perceived self-efficacy in relation to the basic psychological needs in teacher education. To measure the effects of received social support on the satisfaction of basic needs, the authors developed two scales adapting Mansfield’s qualitative approach on teacher resilience. Perceived self-efficacy turned out to be effected directly by received fellow-students’ support as well as having a mediation effect on higher levels of autonomy and competence, whereas received family support leads only to higher levels of autonomy. Especially received fellow-students’ support is directly connected to higher levels of need satisfaction. Finally, the authors discuss conclusions for shaping conditions of university-life according to experiencing what is necessary for a higher level of perception and satisfaction of basic psychological needs.
Updated: Dec. 10, 2019
Embedded, Emboldened, and (Net)Working for Change: Support-Seeking and Teacher Agency in Urban, High-Needs Schools
This article hones in on one teacher's case in order to explore in depth the potential contributions of support networks to teachers' development, retention, and participation in school change. The findings suggest the role of community-based, beyond-school ties in shaping teachers' workplace satisfaction and their career decisions.
Updated: Jul. 16, 2012
When the Going Gets Tough: Direct, Buffering and Indirect Effects of Social Support on Turnover Intention
The authors examined the role of social support in turnover intention among new teachers. The authors found evidence for a direct negative relationship between social support and turnover intention. The authors also found that teachers with higher social support had lower turnover intention in the face of higher workload, compared to teachers with lower support. Furthermore, the authors found that social support acts indirectly, through job satisfaction in relation to turnover intention. These findings suggest that social support can be a valuable resource for new teachers.
Updated: Dec. 03, 2010
This study explores the use of electronic journals to support beginning teachers in developing reflection on teaching within peer support networks. The study takes place within the context of the ongoing Pilot Project on Teacher Induction in post-primary schools in Ireland. Results show little evidence of the development of a more reflective approach attributable to the maintenance of a blog. However review of earlier postings led to some reflective personal and group dialogue.
Updated: Aug. 24, 2010
The Educational Alumni Support Project (EdASP) indicated that there is an urgent need for the teaching profession to support casual beginning teachers (CBTs). The EdASP that was carried out at the University of New England provided online support for primary and secondary beginning teachers. However, the majority of postings were submitted by CBTs. The analysis of postings by CBTs provides further insight into the difficulties they face.
Updated: Apr. 27, 2009