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.
|Commitee:||Cash, David, Robles, Darline|
|School:||University of Southern California|
|School Location:||United States -- California|
|Source:||DAI-A 79/09(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Education|
|Keywords:||High-performing school, Stress management, Teacher stress|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be