What Teachers in a High-Performing High School Need to Effectively Manage Workplace Stress: An Evaluation Study

• Main Author: Duncan, Jacqueline Ng
• Format: Dissertation
• Language: English
• Published: ProQuest Dissertations & Theses 01-01-2017
• Subjects: Academic Achievement; Beginning Teachers; Behavior Problems; Common Core State Standards; Education; Educational administration; Educational Environment; Educational leadership; Educational Policy; Educational Strategies; Federal Programs; Outcomes of Education; Parent Participation; Physical Education; Standardized Tests; Student Behavior; Teacher Burnout; Teaching Methods
• ISBN: 035584463X; 9780355844634

While teacher stress is a topic that has been widely explored, there is a lack of research that focuses on teacher stress at high-performing schools. This study used Clark and Estes' gap analysis framework to examine what knowledge, motivation, and organizational resources teachers at a high-performance high school need to effectively manage workplace stress. Analysis of evidence from one-on-one interviews and researcher constructed documents revealed that while teachers had declarative knowledge of workplace stress and coping, they lacked the procedural and metacognitive knowledge needed to apply what they know. Furthermore, lack of self-efficacy and attainment value impeded teachers’ ability to manage workplace stress, especially in the face of high-performing expectations and work demands within a high-performing culture and setting. Lastly, inadequate resources also served as barriers to effective workplace stress management. To address these knowledge, motivation, and organizational needs, a comprehensive workplace stress management program that includes training, communities of practice, and peer model partnerships was recommended.