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Dissertation/Thesis Abstract

What Teachers in a High-Performing High School Need to Effectively Manage Workplace Stress: An Evaluation Study
by Duncan, Jacqueline Ng, Ed.D., University of Southern California, 2017, 141; 10747400
Abstract (Summary)

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.

Indexing (document details)
Advisor: Stowe, Kathy
Commitee: Cash, David, Robles, Darline
School: University of Southern California
Department: Education
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
Publication Number: 10747400
ISBN: 978-0-355-84463-4
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