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Study To Investigate Self-Reported Teacher Absenteeism And Desire To Leave Teaching As They Relate To Teacher-Reported Teaching Satisfaction, Job-Related Stress, Symptoms Of Depression, Irrational Beliefs, And Self- Efficacy, Georgina Ruth Green Oct 2014

Study To Investigate Self-Reported Teacher Absenteeism And Desire To Leave Teaching As They Relate To Teacher-Reported Teaching Satisfaction, Job-Related Stress, Symptoms Of Depression, Irrational Beliefs, And Self- Efficacy, Georgina Ruth Green

All Dissertations, Theses, and Capstone Projects

This study aimed to examine teacher-reported absenteeism and intention to leave the profession by investigating the relationships between teachers' demographic characteristics, self-rated teaching-related stress, job satisfaction, symptoms of depression, irrational beliefs, and self-efficacy. According to Steers and Rhodes' (1978; Rhodes & Steers, 1990) theory of employee absenteeism, employees are absent from or leave their jobs because of personal factors that influence or are associated with their ability to attend work, and motivational factors that relate to job satisfaction. Teacher characteristics such as age, gender, number of children, ethnicity, education level, and years of teaching experience frequently relate to absenteeism and attrition (Borman & Dowling, 2008, Bobbitt, Leich, Whitener, & Lynch, 1994; Boe, Bobbitt, Cook, Barkanic, & Mailsin, 1998; Grissmer & Kirby, 1987, 1992, 1997; Hafner & Owings, 1991; Murnane, Singer, & Willett, 1988), and are included in this dissertation. A sample of 252 NYS teachers completed an online survey. Correlations existed between variables whereby lower job satisfaction contributed to teachers desire to take a sick day due to perceived teaching related stress. Depression and irrational beliefs were associated with less teacher self-efficacy and job satisfaction and greater intention to leave the teaching profession. In this study, it seems that a fairly high percentage of participants met suggested cut off score for symptoms of depression (approximately 40% of teachers). Regression analyses showed that as depression increased, the desire to take a day off work due to self-perceived, teaching-related stress also tended to increase. Irrational beliefs were also a significant predictor, of self-perceived, teaching- related stress, suggesting that as irrational beliefs increased, the desire to take a day off work due to stress also tended to increase. No significant relationships existed between self-efficacy, depression, irrational beliefs, and job satisfaction and participants' years of experience and level of education. This study supports the existing research as well as Steers and Rhodes' theory of absentee behavior and job-satisfaction (Ahlgren & Gadnib, 2011; Collie et al., 2012; Klassen & Chiu, 2010; Markow et al., 2013; Schonfeld, 1990a, 1990b, 1996).


Teacher Trust Levels And How They Differ Between School Settings And Impact Teacher Involvement In Student Achievement Activities, Gretchen Kaeding Bergan Jun 2014

Teacher Trust Levels And How They Differ Between School Settings And Impact Teacher Involvement In Student Achievement Activities, Gretchen Kaeding Bergan

Dissertations

The No Child Left Behind Act of 2001 has brought accountability to the world of education. The Act’s purpose was to bring a standards-based educational reform process nationally by establishing measurable goals and high academic standards for students and teachers. The mandate to the states from the federal government specified that each state set up incremental assessments of all children, and schools have responded with significant efforts to improve student outcomes. One factor, teacher-to-teacher trust levels, has been shown through research (Bryk & Schneider, 1996) to improve professional working environments and student learning.

This was a comparison study of teacher-to-teacher trust levels in three differing educational settings, which included (a) non-charter public, (b) charter public, and (c) parochial/private. The study used 2012-13 data captured by the survey “Chicago Public Schools: My Voice, My School” created by Bryk and Schneider (1996), and a data set collected in 2013 from the Chicago private/parochial schools using a modified version of the same instrument. Only the data for the items covered in the modified version of the survey were used for the statistical analysis of the study’s three hypotheses.

The study used three levels of regression analysis to test the hypotheses that (1) there will be a relationship between the dependent variable of teacher-to-teacher trust and the independent variables of reflective dialogue, collective responsibilities, use of assessment data, and focus on student learning; (2) there will be a difference in the same five variables between teachers in the three different ...


Teacher Perception Of Social/Emotional Skills Of Preschool Children And The Relationship To Common Core Standards, A. Mi'kel Price May 2014

Teacher Perception Of Social/Emotional Skills Of Preschool Children And The Relationship To Common Core Standards, A. Mi'kel Price

All Graduate Plan B and other Reports

Sampson is a 4-year-old preschooler. It is difficult for him to make friends, understand simple social settings, and interact with peers. He struggles to interpret incoming contextual information (such as talking to a peer about the blocks they are playing with), has difficulty comprehending non-literal/figurative expressions (such as jokes and irony), and implicit messages (such as when a child does not want to play with him). Sampson’s difficulties increase his risk of social isolation and lower self-esteem.

This vignette offers a glimpse into the challenges faced by children with low social/emotional skills. The social use of language ...