Educator Stress : An Occupational Health Perspective
Idioma: inglés
Editorial: Springer, 2018
Serie: Libro 5 de 9 - Aligning Perspectives on Health, Safety and Well-Being
- Tapa blanda
- Nuevo
Librería: AHA-BUCH GmbH, Einbeck, AlemaniaAHA-BUCH GmbH
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Druck auf Anfrage Neuware - Printed after ordering - This book brings together the most current thinking and research on educator stress and how education systems can support quality teachers and quality education. It adopts an occupational health perspective to examine the problem of educator stress and presents theory-driven intervention strategies to reduce stress load and support educator resilience and healthy school organizations. The book provides an international perspective on key challenges facing educators such as teacher stress, teacher retention, training effective teachers, teacher accountability, cyber-bullying in schools, and developing healthy school systems. Divided into four parts, the book starts out by introducing and defining the problem of educator stress internationally and examining educator stress in the context of school, education system, and education policy factors. Part I includes chapters on educator mental health and well-being, stress-related biological vulnerabilities, the relation of stress to teaching self-efficacy, turnover in charter schools, and the role of culture in educator stress. Part II reviews the main conceptual models that explain educator stress while applying an occupational health framework to education contexts which stresses the role of organizational factors, including work organization and work practices. It ends with a proposal of a dynamic integrative theory of educator stress, which highlights the changing nature of educator stress with time and context. Part III starts with the definition of what constitute healthy school organizations as a backdrop to the following chapters which review the application of occupational health psychology theories and intervention approaches to reducing educator stress, promoting teacher resources and developing healthy school systems. Chapters include interventions at the individual, individual-organizational interface and organizational levels. Part III ends with a chapter addressing cyber-bullying, a new challenge affecting schools and teachers. Part IV discusses the implications for research, practice and policy in education, including teacher training and development. In addition, it presents a review of methodological issues facing researchers on educator stress and identifies future trends for research on this topic, including the use of ecological momentary assessment in educator stress research. The editors' concluding comments reflect upon the application of an occupational health perspective to advance research, practice and policy directed at reducing stress in educators, and promoting teacher and school well-being.…
N° de ref. del artículo 9783319850498
- Título
- Educator Stress : An Occupational Health Perspective
- Autor
- David J. Francis
- Editorial
- Springer
- Año de publicación
- 2018
- Estado
- Neu
- Encuadernación
- Taschenbuch
- Idioma
- inglés
- ISBN 10
- 3319850490
- ISBN 13
- 9783319850498
- Peso del artículo
- 803 gramos
- Dimensiones
- 235x155x29 mm
- Serie
- Libro 5 de 9: Aligning Perspectives on Health, Safety and Well-Being
This book brings together the most current thinking and research on educator stress and how education systems can support quality teachers and quality education. It adopts an occupational health perspective to examine the problem of educator stress and presents theory-driven intervention strategies to reduce stress load and support educator resilience and healthy school organizations. The book provides an international perspective on key challenges facing educators such as teacher stress, teacher retention, training effective teachers, teacher accountability, cyber-bullying in schools, and developing healthy school systems. Divided into four parts, the book starts out by introducing and defining the problem of educator stress internationally and examining educator stress in the context of school, education system, and education policy factors. Part I includes chapters on educator mental health and well-being, stress-related biological vulnerabilities, the relation of stress to teaching self-efficacy, turnover in charter schools, and the role of culture in educator stress. Part II reviews the main conceptual models that explain educator stress while applying an occupational health framework to education contexts which stresses the role of organizational factors, including work organization and work practices. It ends with a proposal of a dynamic integrative theory of educator stress, which highlights the changing nature of educator stress with time and context. Part III starts with the definition of what constitute healthy school organizations as a backdrop to the following chapters which review the application of occupational health psychology theories and intervention approaches to reducing educator stress, promoting teacher resources and developing healthy school systems. Chapters include interventions at the individual, individual-organizational interface and organizational levels. Part III ends with a chapter addressing cyber-bullying, a new challenge affecting schools and teachers. Part IV discusses the implications for research, practice and policy in education, including teacher training and development. In addition, it presents a review of methodological issues facing researchers on educator stress and identifies future trends for research on this topic, including the use of ecological momentary assessment in educator stress research. The editors’ concluding comments reflect upon the application of an occupational health perspective to advance research, practice and policy directed at reducing stress in educators, and promoting teacher and school well-being.
“Sinopsis” puede pertenecer a otra edición de este título.
Acerca del autor
Scott E. McIntyre, M.Ed., M.A., Ph.D. is an Associate Professor and Director of the Industrial Organizational program at the University of Houston-Clear Lake. He has a diversified experience in organizational consulting, such as with AT&T (U.S.) and International Survey Research (ISR, U.K.). In Portugal, he was a Professor of Social and Organizational Psychology at the University of Minho and at the University Institute of Maia (ISMAI) where he chaired the Psychology Department. Together with his wife, he pioneered the development of Occupational Health Psychology in Portugal and conducted research on occupational stress in at-risk professions. He has published internationally and co-edited several books, such as “Occupational Health Psychology: European perspectives on research, education and practice”(Vols. I and II). He served on the Executive Committee of the European Academy of Occupational Health Psychology and was a charter member of the Society of Occupational Health Psychology, and is ad-hoc reviewer in several organizational and occupational health journals.
David J. Francis, M.A., Ph.D., is Hugh Roy and Lillie Cranz Cullen Distinguished University Chair of Quantitative Methods in the Department of Psychology, is the Director of the Texas Institute for Measurement, Evaluation, and Statistics, and Co-Director of the Center for Advanced Computing and Data Systems at the University of Houston. He is a Fellow of the Association for Psychological Science, of Division 5 of the American Psychological Association, and an Inaugural Fellow of the American Educational Research Association. He has published over 250 scientific articles and has served on the editorial boards of numerous journals in psychology and education. Dr. Francis chairs the National Research Council’s Board on Testing and Assessment, is a frequent advisor to the U.S. Department of Education on statistical issues, assessment and accountability, and English Language Learners, and is internationally known for his research on validity in the identification and classification of learning disabilities.
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