LIBRARIES
    • Login
    Research Exchange
    Share your work
    View Item 
    •   Research Exchange
    • Electronic Dissertations and Theses
    • Electronic Dissertations
    • View Item
    •   Research Exchange
    • Electronic Dissertations and Theses
    • Electronic Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of Research ExchangeCommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsThis CollectionBy Issue DateAuthorsTitlesSubjects

    My Account

    LoginRegister

    Perceptions of Stress Among Native American, Hispanic, and Caucasian K-5 Teachers

    Thumbnail
    View/Open
    dissertation.html (141bytes)
    Date
    2012
    Author
    Lotz-Drlik, Jane Elizabeth
    Metadata
    Show full item record
    Abstract
    Within the context of a nationwide shortage of teachers of color, stable enrollment of Native American students, and increasing enrollments of Hispanic students, the purpose of this study was to examine self-reported stress among Native American, Hispanic, and Caucasian tK-5 teachers. This was a mixed-methods study, with both quantitative and qualitative methods used to collect and analyze the data. A random selection of K-5 teachers working in the Pacific Northwest was invited to respond through an online version of the Wilson Stress Profile for Teachers, a 36-item inventory employing a 1-5 Likert Scale. The data collected were analyzed through use of an earlier study of the Stress Profile by Wei-Ming, Olejnik, Greenwood, and Parkay (1991). Six teachers also agreed to participate in one-on-one interviews. An earlier study by Kyriacou (2008) of "stress triggers" for teachers was used as an initial framework for clarifying and analyzing the intensity of the teachers' self-reported issues. Next, the data were analyzed using the following: first, consideration of oppositional voices to the dominant white discourse; second, education as examination and re-examination; and, finally, attention to the voices of marginalized members of the educational population. Results indicate that the teachers perceived six major concerns: 1) insufficient time; 2) excessively high, unrealistic, and unknown expectations of teachers and of students, held by district and state educational administration; 3) student success; 4) job security; 5) lack of valid and shared data regarding effective instruction; and 6) frequent changes in mandated instructional programs and methods, without sufficient time having been devoted to valid and reliable assessment of those currently in use. The analyses suggested that these concerns were influenced, in varying degrees, by culturally-related factors. These factors included 1) colleagues' perceived cultural prejudice; 2) gender expectations within the Caucasian, Hispanic, and American Indian communities; and 3) bias in policies. This report concludes with overall findings and suggestions for future practice.
    URI
    http://hdl.handle.net/2376/4176
    Collections
    • Electronic Dissertations and Theses - Education
    • Electronic Dissertations

    Related items

    Showing items related by title, author, creator and subject.

    • Special Education Teachers’ Reported Preparedness and Confidence to Implement the 2012 CEC Initial Level Special Educator Preparation Standards 

      Caniglia, Cynthia M (2016)
      The purpose of this sequential mixed methods study was to investigate special education teachers’ perceptions of preparedness and confidence to implement the 2012 Council for Exceptional Children Initial Special Education ...
    • IN-SERVICE ELL TEACHERS AND TECHNOLOGY ADOPTION: EXPLORING DIFFUSION OF INNOVATIONS IN LANGUAGE EDUCATION 

      El Shaban, Abir (2017)
      Based on the idea that the integration of educational technology facilitates changes in teaching and learning, this research study sought to draw an overall picture of the decision to adopt educational technology among ...
    • PREPARING PRE-SERVICE TEACHERS AND TECHNOLOGY LITERACY 

      Easter, Tracy Nicholas (2012)
      Over the last thirty years, policy makers and education reformers have expressed the need for integrating technology into K-12 education. Policies developed by current legislation and accreditation organizations dictate ...