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ERIC Number: ED558827
Record Type: Non-Journal
Publication Date: 2013
Pages: 187
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-7427-5
ISSN: N/A
Pedagogical Stressors and Coping Strategies for Bolstering Teacher Resilience
Moore, Reginald L.
ProQuest LLC, Ed.D. Dissertation, Walden University
Teacher emotional exhaustion or burnout is a problem for local pubic educators because many teachers do not stay in the profession long enough to become experienced in the classroom. The purpose of this study was to identify practices that assist teachers in overcoming emotional exhaustion related to their profession. Guided by resilience theory, this study was guided by 3 research questions that focused on stressors, protective factors, and coping strategies of preventing burnout. A hermeneutic phenomenology research design, in conjunction with a cross-sectional 14 question Internet survey instrument, was used to investigate the resilience approaches used by K-12 public school teachers to recover from work-related stressors. A snowball sampling method was employed for the study to gather 10 teacher participants. The survey responses were categorized based on frequency of response to each question. In the findings, teacher participants reported that student misbehavior was the primary cause of teacher emotional distress, followed by excessive workloads and long work hours. Additionally, the palliative coping strategies of spiritual/religious beliefs, humor, and help from others were found to be used primarily to recover from adverse situations in the educational workplace. A recommendation is that positive peer collaboration or mentoring for emotionally distressed teachers be implemented regularly to address this local burnout problem. This study contributes to positive social change by providing educators and administrators with information on resiliency training. This training will prevent and mitigate teacher burnout, promote teacher well-being and career longevity, and further enhance the teaching and learning process in local primary and secondary public schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A