This study examined the relationships between perceived stress, burnout, and job satisfaction among school counselors. The researchers found that school counselors' perceived stress and burnout were negatively related to their age and years of experience. Perceived stress and burnout also had a strong negative correlation with job satisfaction, and burnout was found to mediate the relationship between perceived stress and job satisfaction. The study aimed to better understand these relationships and how they may impact school counselors' work.
2 34-1364823381-2 the significant - fullimDCcabrera
This document summarizes a study that examined the relationship between work performance and job satisfaction among teachers in Cotabato City, Philippines. A survey was administered to 200 elementary school teachers. The study found that most teachers were female, married, had a college degree with some master's units, had 11-15 years of experience, and were aged 31-40. Teacher's work performance was rated as very satisfactory. The study concluded that age, education level, and years of experience were significantly related to job satisfaction, while sex and marital status showed a significant difference in relation to job satisfaction.
This document discusses barriers to the promotion of women teachers and the impact on their job satisfaction and attitudes towards work. It begins by introducing the topic and noting traditional beliefs that have prevented women from being seen as leaders. It then discusses intrinsic and extrinsic barriers that can hinder women's professional advancement. The objective and significance of studying this issue is presented. The research problem, hypotheses, scope, conceptual framework and literature review are also summarized. The methodology section outlines the research design, subjects, instruments, data collection procedures and statistical analysis that will be used in the study.
Psychological burnout and coping strategies of special education teachers in ...Alexander Decker
This study investigated psychological burnout and coping strategies among special education teachers in Kuwait. It found that female teachers experienced higher levels of burnout than male teachers, possibly due to feeling overwhelmed by their work and social responsibilities. Both male and female teachers used various coping strategies, but female teachers tended to rely more on strategies like seeking emotional support. The study aimed to help reduce burnout among special education teachers in Kuwait by identifying their experiences and support needs.
Psychological burnout and coping strategies of special education teachers in ...Alexander Decker
This document summarizes a study that investigated psychological burnout and coping strategies among special education teachers in Kuwait. The study found that female teachers experienced higher levels of burnout than male teachers, especially in feelings of physical symptoms, emotional distress, weak work relationships, and total burnout scores. It also found that female teachers engaged in coping strategies like suppressing thoughts and seeking emotional support more than male teachers. The study concluded that special education teachers, especially female teachers, are at high risk of burnout due to the demanding nature of their work and lack of support, and that efforts are needed to help teachers better manage stress.
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docxwilliame8
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
2 34-1364823381-2 the significant - fullimDCcabrera
This document summarizes a study that examined the relationship between work performance and job satisfaction among teachers in Cotabato City, Philippines. A survey was administered to 200 elementary school teachers. The study found that most teachers were female, married, had a college degree with some master's units, had 11-15 years of experience, and were aged 31-40. Teacher's work performance was rated as very satisfactory. The study concluded that age, education level, and years of experience were significantly related to job satisfaction, while sex and marital status showed a significant difference in relation to job satisfaction.
This document discusses barriers to the promotion of women teachers and the impact on their job satisfaction and attitudes towards work. It begins by introducing the topic and noting traditional beliefs that have prevented women from being seen as leaders. It then discusses intrinsic and extrinsic barriers that can hinder women's professional advancement. The objective and significance of studying this issue is presented. The research problem, hypotheses, scope, conceptual framework and literature review are also summarized. The methodology section outlines the research design, subjects, instruments, data collection procedures and statistical analysis that will be used in the study.
Psychological burnout and coping strategies of special education teachers in ...Alexander Decker
This study investigated psychological burnout and coping strategies among special education teachers in Kuwait. It found that female teachers experienced higher levels of burnout than male teachers, possibly due to feeling overwhelmed by their work and social responsibilities. Both male and female teachers used various coping strategies, but female teachers tended to rely more on strategies like seeking emotional support. The study aimed to help reduce burnout among special education teachers in Kuwait by identifying their experiences and support needs.
Psychological burnout and coping strategies of special education teachers in ...Alexander Decker
This document summarizes a study that investigated psychological burnout and coping strategies among special education teachers in Kuwait. The study found that female teachers experienced higher levels of burnout than male teachers, especially in feelings of physical symptoms, emotional distress, weak work relationships, and total burnout scores. It also found that female teachers engaged in coping strategies like suppressing thoughts and seeking emotional support more than male teachers. The study concluded that special education teachers, especially female teachers, are at high risk of burnout due to the demanding nature of their work and lack of support, and that efforts are needed to help teachers better manage stress.
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docxwilliame8
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
Soria 2Victoria Soria Dean WintherEnglish 101 04 Februar.docxrosemariebrayshaw
Soria 2
Victoria Soria
Dean Winther
English 101
04 February 2020
Poverty’s Impact on Education in America
Most evidently in America children born or brought up in poverty are faced with insignificant education, versus a child with a higher income background. I have chosen this topic for my research assignment being that an impact of poverty can affect a child’s academic accomplishments significantly. This results in them facing challenges such as lacking intellectual and literary skills. The child readiness for school is reduced by poverty because it brings forth poor physical health and motor skills, dwindles the children's ability to concentrate and remember information, reduces curiosity, attentiveness and motivation. Children from lower-income families who manage to complete high school are less likely to proceed to college. Such children end up not achieving their life goals for lack of education. The effects of poverty on education for some children present unique challenges in breaking the cycle of generational poverty. It further reduces their chances of living productive and rewarding lives.
Featured Research
Exploring the Job Duties That Impact
School Counselor Wellness: The Role
of RAMP, Supervision, and Support
Nicole M. Randick
1
, Shannon Dermer
2
, and Rebecca E. Michel
3
Abstract
The authors examined the predictive relationship between the performance of job duties informed by the American School
Counselor Association (ASCA) National Model and overall wellness of school counselors. We also examined the relationship
between organizational factors (i.e., Recognized ASCA Model Program, supervision, and support), the frequency of job duties
performed, and overall wellness. The results revealed a predictive relationship between some of the job duties school counselors
perform and wellness. We provide implications for school counseling practice and training programs.
Keywords
ASCA National Model, organizational factors, school counselors, wellness
Wellness, defined as a way of life that fosters “the optimum
state of health and well-being that each individual is capable of
achieving” (Myers, Sweeny, & Witmer, 2000, p. 252), is a
central foundation of the school counseling profession. The
American School Counselor Association’s ASCA Ethical Stan-
dards for School Counselors require school counselors to per-
form duties identified by the ASCA National Model (ASCA,
2012, 2016; Standard B.3.c) and to “monitor their emotional
and physical health and practice wellness to ensure optimal
professional effectiveness” (Standard B.3.f). Therefore, school
counselors must balance the dual task of supporting their stu-
dents’ academic, social/emotional, and career development
while also ensuring that their own wellness needs are being
met (ASCA, 2012, 2016; Bryant & Constantine, 2006; Limberg,
Lambie, & Robinson, 2016).
School counselors must balance the dual task of
supporting their students’ academic, social/
emoti.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
This article reviews a study that examines teachers' self-efficacy, stress levels, and job satisfaction working in remote Yukon Territory, Canada compared to urban western Canada. The study used a mixed-methods approach, collecting quantitative survey data and conducting qualitative interviews. The results found no significant differences in overall workload stress, student behavior stress, or job satisfaction between the two settings. However, Yukon teachers reported slightly lower levels of self and collective efficacy. Qualitative interviews identified how physical isolation, cultural adaptation, and community involvement can influence professional stress and satisfaction. The article provides a detailed overview of the methodology and results of the study.
A study of job satisfaction among female teachers at college levelAlexander Decker
This document summarizes a study on job satisfaction among female college teachers in Lahore, Pakistan. The study aims to understand factors contributing to teacher dissatisfaction, satisfaction with promotion criteria, working conditions, and pay structure. A questionnaire was administered to 93 female teachers from 4 colleges to understand their job satisfaction levels. Results showed that teachers were satisfied with many aspects of their work but dissatisfied with some factors as well. The study recommends measures to improve teacher motivation and incentives to increase overall job satisfaction.
A STUDY OF OCCUPATIONAL STRESS OF PRIMARY SCHOOL TEACHERSBryce Nelson
This study examined occupational stress among primary school teachers in India. A sample of 100 teachers (50 government, 50 private) completed a teacher stress scale. The study found that primary school teachers generally experience high stress. Private school teachers reported higher stress than government teachers. The study aimed to compare stress levels based on gender and school type to understand what factors influence teacher stress. It hypothesized there would be no significant differences in stress levels between these groups. Overall, the study sought to better understand sources of occupational stress for primary teachers in order to improve teacher well-being and quality of education.
Teacher wellbeing a new prespective - by dr anan azouzAnan Azouz
This document discusses teacher wellbeing and its importance. It begins by stating that healthy, motivated teachers positively impact student wellbeing, attainment and overall school performance. It then discusses various causes of teacher stress like workload, accountability pressures, and large class sizes. High stress can lead to burnout and negative impacts on teaching quality. The document also discusses the importance of social-emotional competencies for teachers, which are linked to better classroom management, relationships with students, and student outcomes. It proposes assessing teacher wellbeing and establishing a sense of urgency around addressing it in order to improve teacher retention, involvement, and student results. The overall goal is to convince school leadership of the need to prioritize initiatives to enhance teacher wellbeing.
This document discusses teacher burnout and maintaining teacher enthusiasm. It notes that teacher attrition rates are generally high, with 30-40% leaving within 5 years, partly due to burnout. Burned out teachers remaining in the profession can be problematic as they may experience physical and mental stress symptoms. Burnout can spread between teachers as negative emotions are adopted. The document examines sources of teacher stress like workload, student behavior, and lack of support. Prolonged stress can lead to burnout, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Developing self-efficacy and resiliency can help prevent burnout.
This document discusses a pilot study that assessed the effects of a mindfulness training program adapted for teachers on stress, burnout, and teaching efficacy. The study found that teachers who participated in the mindfulness-based stress reduction course showed significant reductions in psychological symptoms and burnout, improvements in classroom organization and attention, and increases in self-compassion, compared to declines seen in the control group. Mindfulness training may help teachers enhance attention, regulate emotions, improve coping skills for stress, and foster qualities like empathy that can improve classroom environment. However, more rigorous research is still needed to fully understand the potential benefits of mindfulness for teachers.
This study examined the relationship between student-teacher relationship trajectories from preschool to primary school and childhood mental health problems. The researchers identified two relationship trajectories - a stable high quality relationship and a moderate/declining relationship. Children with stable high quality relationships were found to have fewer mental health problems, including conduct issues, hyperactivity, peer problems, and greater prosocial behavior, compared to children with moderate/declining relationships. The findings suggest focusing on building stable high quality student-teacher relationships may help reduce rates of mental health problems in early school years.
This study aimed to investigate factors contributing to work stress among primary school teachers in Kasarani Division, Nairobi County, Kenya. The study examined the relationship between work stress and factors such as role overload, teacher-pupil ratio, school type, years of teaching experience, and gender. Data was collected through questionnaires from 120 teachers. The majority of teachers reported experiencing work overload and burnout. Higher work stress levels were found among teachers in public schools compared to private schools. Neither teaching experience nor gender were found to impact work stress. The study recommended reducing class sizes and teachers' workloads to help decrease stress.
This document discusses factors related to teacher job satisfaction, motivation, and performance. It begins by defining job satisfaction and exploring theories around what influences it, such as fulfillment of needs, internal vs. external factors, and achievement motivation. Job satisfaction is important for the teaching profession and can be influenced by both monetary and non-monetary factors. Professional development is discussed as a way to enhance educational effectiveness by improving teacher job satisfaction in areas like the work itself, context, and consequences. The document then presents hypotheses from a research study on the relationships between psychological contracts, organizational justice, job satisfaction, organizational commitment, and performance. To enhance teacher performance, administrators should focus on improving distributive justice, communication, and building a committed
1) The document discusses how university students today spend a significant amount of time (approximately 15 hours per week) working paid jobs while also attending school.
2) It reviews literature showing how one's experiences at work can influence or "spill over" into other life domains. Specifically, more positive work experiences are linked to better adjustment in personal life, while negative experiences may lead to increased stress.
3) The study presented aimed to examine if students' work experiences (positive or negative) were related to their adjustment to university life. It was hypothesized that more positive work experiences would correlate with better adjustment to university.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
This literature review examines ways to foster teacher resilience in order to reduce teacher attrition. It discusses that providing support to help new teachers develop resilience is key. While mentoring programs seem an obvious approach, there are differing opinions on the best methods. Additionally, relationships play a very significant role in teacher resilience, both within schools and through external support networks.
This study aimed to provide validity evidence for the Classroom Appraisal of Resources and Demands (CARD) measure. The CARD measures teacher stress by examining their subjective experience of classroom demands and the resources provided by the school. The study found empirical support for the factor structure of the CARD. It also found evidence of construct and concurrent validity by correlating CARD scores with other measures of teacher well-being, health, efficacy, attitudes and burnout symptoms. The CARD was found to be sensitive to differences between teachers in their perceptions of demands and resources within the same school.
‘‘You’re Trying to Know Me’’ Studentsfrom Nondominant Group.docxodiliagilby
‘‘You’re Trying to Know Me’’: Students
from Nondominant Groups Respond to Teacher
Personalism
Kate Phillippo
Published online: 5 January 2012
� Springer Science+Business Media, LLC 2012
Abstract Urban school districts have increasingly enacted policies of personal-
ism, such as converting large schools into smaller schools. Such policies ask
teachers to develop supportive, individual relationships with students as a presumed
lever for student achievement. Research on student–teacher relationships generally
supports policies of personalism. Much of this literature also considers these rela-
tionships’ sociocultural dimensions, and so leads to questions about how low-
income youth and youth of color might respond to teacher efforts to develop closer
relationships with them. This qualitative study, conducted over 1 year with 34 youth
at 3 small, urban high schools, explores how youth from nondominant groups
responded to teacher personalism. Data show that teacher practices consistent with
culturally-responsive pedagogy and relational trust literature do promote student–
teacher relationships. However, tensions arose when participants perceived that
teacher personalism threatened their privacy or agency. Sociocultural and institu-
tional contexts contributed to these tensions, as participants navigated personalism
amidst experiences that constrained their trust in schools. A staged model of stu-
dent–teacher relationships integrates these findings and extends current thinking
about culturally-responsive personalism. These findings inform implications for
teacher practice and policies of personalism.
Keywords Urban education � Student–teacher relationships �
Teacher personalism � Relational trust � Culturally-responsive pedagogy �
Small schools
K. Phillippo (&)
Department of Cultural and Educational Policy Studies, School of Education, Loyola University
Chicago, 820 North Michigan Avenue, Suite 1100, Chicago, IL 60611, USA
e-mail: [email protected]
123
Urban Rev (2012) 44:441–467
DOI 10.1007/s11256-011-0195-9
You’re here for science, for math, and you’re trying to know me.
(Lupe, age 17)
Lupe expressed uncertainty about teacher personalism, defined as teachers’
efforts to provide students with personal support via individual, interpersonal
relationships (Bryk et al. 2010).
1
By contrast, Malik (age 16) affirmed his teacher’s
efforts to address his poor attendance at school. ‘‘She started getting on me. She was
worried about me and she didn’t want me roaming the streets. She wasn’t acting like
my mom, she just told me how she feels.’’ Together, Malik and Lupe’s statements
illustrate this study’s primary finding, that teacher personalism has the potential to
both deliver support and bring about tension. This finding expands and complicates
our understanding of research that shows the positive impact of student–teacher
relationships, particularly for students from nondominant groups.
2
I conducted this
study ...
Student teacher relationships and learning outcomes flowerbomb22
This document summarizes a teacher professional development session focused on the impact of positive student-teacher relationships on student learning outcomes. The session discussed research showing relationships influence motivation, engagement and outcomes. Teachers were asked to observe each other and assess relationships. Strategies were presented to strengthen relationships, such as self-disclosure, responsibility assignments, and goal setting. Overall, the session aimed to raise awareness of the importance of relationships and provide ideas to improve them.
Influence of Occupational Stress on Teachers' Performance in Public Secondary...inventionjournals
The cost of occupational stress has been very high in many organizations. Stress can undermine the achievement of goals, both for individuals and for organizations. Managers are in dilemma over what interventions need to be employed to minimize the cost associated with occupational stress on organizational performance. This study investigated the influence of occupational stress on performance of teachers in Nyeri South Sub-County, Nyeri County. This study employed descriptive survey research design. Data collection was undertaken using questionnaires which were issued to teachers and principals from 12 out of 34 schools. There was a total of 72 respondents, 12 were principals while the rest were other teachers. Stratified random sampling and simple random sampling was used to pick schools and teachers respectively. The data was analyzed using statistical packages for social sciences (SPSS). Descriptive statistics involving frequencies and percentages was used to explain the findings of the study. The study established that the teachers have many activities to carry out in the process of executing their main duty of teaching. These include preparing professional documents including: lesson plan, schemes of work, records of work and student progress record as well as administering, marking and analyzing examinations. In carrying out other duties other than teaching, some respondents indicated that they are not very comfortable, while others indicated that they are comfortable. Regarding interpersonal relationship majority felt that it was good but some indicated that it was bad and very bad in some cases. The study established that most of the resources were adequate or satisfactory but other resources were inadequate in some schools. Most respondents indicated that there were administrative factors that affect teachers negatively. Communication was either good or bad. The study also established that the academic performance of most of the schools in Nyeri south sub –county was average, with a few being above average while the rest were below average. The study specifically recommends that the government should ensure that they are enough teachers in schools to avoid work overload and that the various stakeholders should ensure that there are adequate resources to create a conducive environment. Team building and conflict resolution seminars and workshops should also be held to enhance good interpersonal relationships and those in administration should attend more seminars and workshops concerning administration including the principals, deputy principals and the heads of departments in the schools.
Influence of Occupational Stress on Teachers' Performance in Public Secondary...inventionjournals
This document discusses a study investigating the influence of occupational stress on the performance of teachers in public secondary schools in Nyeri County, Kenya. The study found that teachers experience stress from a high workload, including large class sizes, many lessons to teach per week, and time spent on administrative tasks like lesson planning and record keeping. Administrative factors like poor communication and interpersonal relationships were also found to contribute to teacher stress. The researchers concluded that occupational stress negatively impacts teacher performance and recommended that the government and schools take steps to reduce stress, such as decreasing workload and improving working conditions.
Dr. Wm. Kritsonis, Editor, NFEAS JOURNAL, www.nationalforum.comWilliam Kritsonis
This document discusses research on collective efficacy and faculty trust in middle schools. It presents three hypotheses: 1) aspects of organizational trust will predict collective efficacy, 2) trust in clients (students and parents) will predict collective efficacy, and 3) trust in colleagues will predict collective efficacy. The study measures collective efficacy and three dimensions of faculty trust (in principal, colleagues, and clients) across 31 middle schools using validated scales. The results may help school leaders understand how faculty trust influences collective efficacy and school effectiveness.
please read the attached file cearfully before telling me you can do.docxChereCheek752
please read the attached file cearfully before telling me you can do it.
I need a complete
power
point presentation (that incloud outlines and pictures) that pointing
3 main points
on the
topic
that is mentioned in the attached file + the speech for the slides that must be 5-7 min lon.
.
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please read my post carefully.then place handshake
i have the work already but i want u do
introduction, background, and conclusion
for it.
and some changes on the paper that already written.
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deadline 20-24 hours.
i attached my paper,
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This article reviews a study that examines teachers' self-efficacy, stress levels, and job satisfaction working in remote Yukon Territory, Canada compared to urban western Canada. The study used a mixed-methods approach, collecting quantitative survey data and conducting qualitative interviews. The results found no significant differences in overall workload stress, student behavior stress, or job satisfaction between the two settings. However, Yukon teachers reported slightly lower levels of self and collective efficacy. Qualitative interviews identified how physical isolation, cultural adaptation, and community involvement can influence professional stress and satisfaction. The article provides a detailed overview of the methodology and results of the study.
A study of job satisfaction among female teachers at college levelAlexander Decker
This document summarizes a study on job satisfaction among female college teachers in Lahore, Pakistan. The study aims to understand factors contributing to teacher dissatisfaction, satisfaction with promotion criteria, working conditions, and pay structure. A questionnaire was administered to 93 female teachers from 4 colleges to understand their job satisfaction levels. Results showed that teachers were satisfied with many aspects of their work but dissatisfied with some factors as well. The study recommends measures to improve teacher motivation and incentives to increase overall job satisfaction.
A STUDY OF OCCUPATIONAL STRESS OF PRIMARY SCHOOL TEACHERSBryce Nelson
This study examined occupational stress among primary school teachers in India. A sample of 100 teachers (50 government, 50 private) completed a teacher stress scale. The study found that primary school teachers generally experience high stress. Private school teachers reported higher stress than government teachers. The study aimed to compare stress levels based on gender and school type to understand what factors influence teacher stress. It hypothesized there would be no significant differences in stress levels between these groups. Overall, the study sought to better understand sources of occupational stress for primary teachers in order to improve teacher well-being and quality of education.
Teacher wellbeing a new prespective - by dr anan azouzAnan Azouz
This document discusses teacher wellbeing and its importance. It begins by stating that healthy, motivated teachers positively impact student wellbeing, attainment and overall school performance. It then discusses various causes of teacher stress like workload, accountability pressures, and large class sizes. High stress can lead to burnout and negative impacts on teaching quality. The document also discusses the importance of social-emotional competencies for teachers, which are linked to better classroom management, relationships with students, and student outcomes. It proposes assessing teacher wellbeing and establishing a sense of urgency around addressing it in order to improve teacher retention, involvement, and student results. The overall goal is to convince school leadership of the need to prioritize initiatives to enhance teacher wellbeing.
This document discusses teacher burnout and maintaining teacher enthusiasm. It notes that teacher attrition rates are generally high, with 30-40% leaving within 5 years, partly due to burnout. Burned out teachers remaining in the profession can be problematic as they may experience physical and mental stress symptoms. Burnout can spread between teachers as negative emotions are adopted. The document examines sources of teacher stress like workload, student behavior, and lack of support. Prolonged stress can lead to burnout, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Developing self-efficacy and resiliency can help prevent burnout.
This document discusses a pilot study that assessed the effects of a mindfulness training program adapted for teachers on stress, burnout, and teaching efficacy. The study found that teachers who participated in the mindfulness-based stress reduction course showed significant reductions in psychological symptoms and burnout, improvements in classroom organization and attention, and increases in self-compassion, compared to declines seen in the control group. Mindfulness training may help teachers enhance attention, regulate emotions, improve coping skills for stress, and foster qualities like empathy that can improve classroom environment. However, more rigorous research is still needed to fully understand the potential benefits of mindfulness for teachers.
This study examined the relationship between student-teacher relationship trajectories from preschool to primary school and childhood mental health problems. The researchers identified two relationship trajectories - a stable high quality relationship and a moderate/declining relationship. Children with stable high quality relationships were found to have fewer mental health problems, including conduct issues, hyperactivity, peer problems, and greater prosocial behavior, compared to children with moderate/declining relationships. The findings suggest focusing on building stable high quality student-teacher relationships may help reduce rates of mental health problems in early school years.
This study aimed to investigate factors contributing to work stress among primary school teachers in Kasarani Division, Nairobi County, Kenya. The study examined the relationship between work stress and factors such as role overload, teacher-pupil ratio, school type, years of teaching experience, and gender. Data was collected through questionnaires from 120 teachers. The majority of teachers reported experiencing work overload and burnout. Higher work stress levels were found among teachers in public schools compared to private schools. Neither teaching experience nor gender were found to impact work stress. The study recommended reducing class sizes and teachers' workloads to help decrease stress.
This document discusses factors related to teacher job satisfaction, motivation, and performance. It begins by defining job satisfaction and exploring theories around what influences it, such as fulfillment of needs, internal vs. external factors, and achievement motivation. Job satisfaction is important for the teaching profession and can be influenced by both monetary and non-monetary factors. Professional development is discussed as a way to enhance educational effectiveness by improving teacher job satisfaction in areas like the work itself, context, and consequences. The document then presents hypotheses from a research study on the relationships between psychological contracts, organizational justice, job satisfaction, organizational commitment, and performance. To enhance teacher performance, administrators should focus on improving distributive justice, communication, and building a committed
1) The document discusses how university students today spend a significant amount of time (approximately 15 hours per week) working paid jobs while also attending school.
2) It reviews literature showing how one's experiences at work can influence or "spill over" into other life domains. Specifically, more positive work experiences are linked to better adjustment in personal life, while negative experiences may lead to increased stress.
3) The study presented aimed to examine if students' work experiences (positive or negative) were related to their adjustment to university life. It was hypothesized that more positive work experiences would correlate with better adjustment to university.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
This article discusses the influence of principal-teacher relationships on student academic achievement. It examines how school climate and culture impact the development of relationships between principals and teachers. Positive relationships where principals support and reinforce teachers contributes to higher teacher performance and accountability for student learning. When teachers feel good about their work due to strong interactions with principals, they become more effective educators. Maintaining healthy relationships requires principals to build trust with teachers through communication and support. Strong principal-teacher relationships and positive school environments can improve student outcomes and overall school success.
This literature review examines ways to foster teacher resilience in order to reduce teacher attrition. It discusses that providing support to help new teachers develop resilience is key. While mentoring programs seem an obvious approach, there are differing opinions on the best methods. Additionally, relationships play a very significant role in teacher resilience, both within schools and through external support networks.
This study aimed to provide validity evidence for the Classroom Appraisal of Resources and Demands (CARD) measure. The CARD measures teacher stress by examining their subjective experience of classroom demands and the resources provided by the school. The study found empirical support for the factor structure of the CARD. It also found evidence of construct and concurrent validity by correlating CARD scores with other measures of teacher well-being, health, efficacy, attitudes and burnout symptoms. The CARD was found to be sensitive to differences between teachers in their perceptions of demands and resources within the same school.
‘‘You’re Trying to Know Me’’ Studentsfrom Nondominant Group.docxodiliagilby
‘‘You’re Trying to Know Me’’: Students
from Nondominant Groups Respond to Teacher
Personalism
Kate Phillippo
Published online: 5 January 2012
� Springer Science+Business Media, LLC 2012
Abstract Urban school districts have increasingly enacted policies of personal-
ism, such as converting large schools into smaller schools. Such policies ask
teachers to develop supportive, individual relationships with students as a presumed
lever for student achievement. Research on student–teacher relationships generally
supports policies of personalism. Much of this literature also considers these rela-
tionships’ sociocultural dimensions, and so leads to questions about how low-
income youth and youth of color might respond to teacher efforts to develop closer
relationships with them. This qualitative study, conducted over 1 year with 34 youth
at 3 small, urban high schools, explores how youth from nondominant groups
responded to teacher personalism. Data show that teacher practices consistent with
culturally-responsive pedagogy and relational trust literature do promote student–
teacher relationships. However, tensions arose when participants perceived that
teacher personalism threatened their privacy or agency. Sociocultural and institu-
tional contexts contributed to these tensions, as participants navigated personalism
amidst experiences that constrained their trust in schools. A staged model of stu-
dent–teacher relationships integrates these findings and extends current thinking
about culturally-responsive personalism. These findings inform implications for
teacher practice and policies of personalism.
Keywords Urban education � Student–teacher relationships �
Teacher personalism � Relational trust � Culturally-responsive pedagogy �
Small schools
K. Phillippo (&)
Department of Cultural and Educational Policy Studies, School of Education, Loyola University
Chicago, 820 North Michigan Avenue, Suite 1100, Chicago, IL 60611, USA
e-mail: [email protected]
123
Urban Rev (2012) 44:441–467
DOI 10.1007/s11256-011-0195-9
You’re here for science, for math, and you’re trying to know me.
(Lupe, age 17)
Lupe expressed uncertainty about teacher personalism, defined as teachers’
efforts to provide students with personal support via individual, interpersonal
relationships (Bryk et al. 2010).
1
By contrast, Malik (age 16) affirmed his teacher’s
efforts to address his poor attendance at school. ‘‘She started getting on me. She was
worried about me and she didn’t want me roaming the streets. She wasn’t acting like
my mom, she just told me how she feels.’’ Together, Malik and Lupe’s statements
illustrate this study’s primary finding, that teacher personalism has the potential to
both deliver support and bring about tension. This finding expands and complicates
our understanding of research that shows the positive impact of student–teacher
relationships, particularly for students from nondominant groups.
2
I conducted this
study ...
Student teacher relationships and learning outcomes flowerbomb22
This document summarizes a teacher professional development session focused on the impact of positive student-teacher relationships on student learning outcomes. The session discussed research showing relationships influence motivation, engagement and outcomes. Teachers were asked to observe each other and assess relationships. Strategies were presented to strengthen relationships, such as self-disclosure, responsibility assignments, and goal setting. Overall, the session aimed to raise awareness of the importance of relationships and provide ideas to improve them.
Influence of Occupational Stress on Teachers' Performance in Public Secondary...inventionjournals
The cost of occupational stress has been very high in many organizations. Stress can undermine the achievement of goals, both for individuals and for organizations. Managers are in dilemma over what interventions need to be employed to minimize the cost associated with occupational stress on organizational performance. This study investigated the influence of occupational stress on performance of teachers in Nyeri South Sub-County, Nyeri County. This study employed descriptive survey research design. Data collection was undertaken using questionnaires which were issued to teachers and principals from 12 out of 34 schools. There was a total of 72 respondents, 12 were principals while the rest were other teachers. Stratified random sampling and simple random sampling was used to pick schools and teachers respectively. The data was analyzed using statistical packages for social sciences (SPSS). Descriptive statistics involving frequencies and percentages was used to explain the findings of the study. The study established that the teachers have many activities to carry out in the process of executing their main duty of teaching. These include preparing professional documents including: lesson plan, schemes of work, records of work and student progress record as well as administering, marking and analyzing examinations. In carrying out other duties other than teaching, some respondents indicated that they are not very comfortable, while others indicated that they are comfortable. Regarding interpersonal relationship majority felt that it was good but some indicated that it was bad and very bad in some cases. The study established that most of the resources were adequate or satisfactory but other resources were inadequate in some schools. Most respondents indicated that there were administrative factors that affect teachers negatively. Communication was either good or bad. The study also established that the academic performance of most of the schools in Nyeri south sub –county was average, with a few being above average while the rest were below average. The study specifically recommends that the government should ensure that they are enough teachers in schools to avoid work overload and that the various stakeholders should ensure that there are adequate resources to create a conducive environment. Team building and conflict resolution seminars and workshops should also be held to enhance good interpersonal relationships and those in administration should attend more seminars and workshops concerning administration including the principals, deputy principals and the heads of departments in the schools.
Influence of Occupational Stress on Teachers' Performance in Public Secondary...inventionjournals
This document discusses a study investigating the influence of occupational stress on the performance of teachers in public secondary schools in Nyeri County, Kenya. The study found that teachers experience stress from a high workload, including large class sizes, many lessons to teach per week, and time spent on administrative tasks like lesson planning and record keeping. Administrative factors like poor communication and interpersonal relationships were also found to contribute to teacher stress. The researchers concluded that occupational stress negatively impacts teacher performance and recommended that the government and schools take steps to reduce stress, such as decreasing workload and improving working conditions.
Dr. Wm. Kritsonis, Editor, NFEAS JOURNAL, www.nationalforum.comWilliam Kritsonis
This document discusses research on collective efficacy and faculty trust in middle schools. It presents three hypotheses: 1) aspects of organizational trust will predict collective efficacy, 2) trust in clients (students and parents) will predict collective efficacy, and 3) trust in colleagues will predict collective efficacy. The study measures collective efficacy and three dimensions of faculty trust (in principal, colleagues, and clients) across 31 middle schools using validated scales. The results may help school leaders understand how faculty trust influences collective efficacy and school effectiveness.
Similar to Featured ResearchSchool Counselors’ Perceived Stress,Bur (20)
please read the attached file cearfully before telling me you can do.docxChereCheek752
please read the attached file cearfully before telling me you can do it.
I need a complete
power
point presentation (that incloud outlines and pictures) that pointing
3 main points
on the
topic
that is mentioned in the attached file + the speech for the slides that must be 5-7 min lon.
.
please read my post carefully.then place handshakei have the wor.docxChereCheek752
please read my post carefully.then place handshake
i have the work already but i want u do
introduction, background, and conclusion
for it.
and some changes on the paper that already written.
you just need to
add three pages on my paper
.
deadline 20-24 hours.
i attached my paper,
.
Please read the attachment.Please write a pure Essay Paper. Plea.docxChereCheek752
Please read the attachment.
Please write a pure Essay Paper. Please read the instructions. Then follow the grade sheet. Please fully understand both attachments. Also, the essay will be scanned before student upload it for a final grade. Please make sure error is free. And references are given with cited.
.
Please read first because this Assignment is for correction.Plea.docxChereCheek752
Please read first because this Assignment is for correction.
Please, read through the corrections before sending me messages. Because, if you don’t I will not response to your messages. Also, I will attached two more articles for whoever I choose to help me with this assignment. In addition, please, remove the introduction, and also attach a sample of a “Needs Assessment”
Topic Needs Assessment
Title: HIV among Young Men Who Have Sex with Men
Section 1: Background Information
All of this is opinion and needs to come out.
Sex is seemingly as old as the world is. However, sex among men, and especially young men having sex with men has not always been in the books of history. This is arguably one of the latest practices, although some sources have claims of sex among men after the antediluvian period. While sex has positive effects such as procreation, there are some negative effects which include contraction of deadly sexually transmitted diseases.
One such disease is HIV/AIDS.
HIV/AIDS is an acronym for
Human ImmunoDefiency Virus/ Acquired Immune Deficiency Syndrome
not capitalized
. Da
ta
from the Centers for Disease Control and Prevention (2015) sho
ws
that
while
over one million people aged above 13 years of age were living with the disease in the US by the year 2014
,
with
an average of 40,000 new infections are recorded each year (Centers for Disease Control and Prevention [CDC], 2015)
when you use the word while...it indicates as opposite statement coming..and that is not what this sentence did
. The high number of people who are ignorant about their HIV status
and
those who purposely choose to ignore it
has
continued to increase the risk levels for other uninfected people in the world, among them being young men who have sex with men
isn’t it possible that they are one of the above?
.
In this areas and/or introduction...you should be discussing morbidity, mortality,....you need to highlight incidence is higher in this group than in others
Introduction
The issue of young men having sex with other men has continued to be a thorny issue for a number of years, dividing the society between those who support this practice and those who oppose it. Supporters of young men having sex with other men argue that people have a right to decide their sexual orientation and preferences without undue pressure from external forces. However, those who oppose this practice argue that it emanated from social decay and as such should not be supported. One common point of agreement between these two camps is that the practice of young men having sex with men is risk and has the capability to cause grave danger to these men.
opinion
Although sex even among heterosexual could turn out to be risk and a cause of contraction of dangerous sexually transmitted diseases and infections, the risk of contraction of such health complications is doubly higher among young men who have sex with other men.
There are several reasons that c.
Please read below, and write esaay.I need 3 pages.Overvi.docxChereCheek752
Please read below, and write esaay.
I need 3 pages.
Overview
Many people are unaware of just how much they use media. It is important for us to have an awareness of the various types of media that inundate our culture and the degree to which we use those media. This is a component of media literacy.
Instructions
For this assignment, you will keep 3 days of media logs and then write a reflective essay. Please keep a daily journal that records your media use for three days. Track you use of all of the following (even if you don't use something, please make a note of that). Keep track of the time periods when you use it and what you are using it for.
Computer—online
Computer--offline
TV
Newspapers/Magazines
Radio
Stereo/CD
Books
Telephone
Other
For each day, keep a detailed record of how much time you spend using each different medium, and the purpose of the media use (e.g., talking to parents, playing music while studying, recreational TV, etc.) Keep daily logs; you may turn in your "Media Logs" as a list, a table, in columns or in whatever format you choose.
In addition to the 3 days of logs, please write a reflective essay (about 2-4 pages, double spaced) that comments on what you learned about your media use by doing this assignment. For the essay, you may want to think about: what did you learn? did anything surprise you? did you notice any patterns in your media use? has your media use changed? why do you use some forms of media more or less? what role do you think media plays in most people's lives?...)
By Sunday at 11:59 pm PST, please submit:
the 3 days of media logs, AND
your essay
.
Please Read Before RespondingI need assistance with a .docxChereCheek752
***Please Read Before Responding***
I need assistance with a well thought out, well written AWP essay the Essay must use evidence (concrete details from the story) to support your answer. Five paragraphs.
http://www.ciaranhinds.eu/pdf/crucible3.pdf
.
Please provide response to the below post. Topic #1) You are an .docxChereCheek752
Please provide response to the below post.
Topic #1) You are an administrator for the Contoso Corporation and you are responsible for multiple Hyper-V hosts. Often, the developers need to create virtual machines so that they can test their applications. Describe the steps you should take so that developers can create and manage their own machines yet not have direct access to the Hyper-V hosts.
Topic #2) You are an administrator for the Contoso Corporation, which has approximately 400 servers running Windows Server 2012 R2, 50 servers running Windows Server 2012, and 200 servers running Windows Server 2008 R2. You also have several virtual machines running Windows 7 and Windows 8/8.1 and you have approximately 15 domain controllers. From time to time, you field requests in which you need to specify when a user has logged in and when a user has accessed confidential documents. Describe how to handle such requests.
.
Please provide an annotation for the two articles attached AND ide.docxChereCheek752
Please provide an annotation for the two articles attached AND identify three common themes in both articles.
Note the purpose of the article, the participants/subject of the study, the conclusions drawn by the author(s), and the validity of the conclusions. Evaluate the article: is it a credible source? Describe the credibility of the author – are there any biases? How well did the author support his or her assertions? Did they provide an adequate literature review? Were there any limitations?
Due tomorrow, 02/07/2017 at noon.
Note the purpose of the article, the participants/subject of the study, the conclusions drawn by the author(s), and the validity of the conclusions. Evaluate the article: is it a credible source? Describe the credibility of the author – are there any biases? How well did the author support his or her assertions? Did they provide an adequate literature review? Were there any limitations?
.
Please provide a statement that addresses your reasons for transferr.docxChereCheek752
Please provide a statement that addresses your reasons for transferring and the objectives you hope to achieve. You can type directly into the box, or you can paste text from another source. (250-650 words). I'm a Bachelor Student, who wants to transfer to another university, so they need this essay.
.
Please provide a brief response to the following questions1) How .docxChereCheek752
Dr. Herskovits' discoveries about African cultural practices supported Dr. Woodson's beliefs that Eurocentric thinking distorted understanding of African history and culture. Dr. Cheikh Anta Diop believed that African people were responsible for Egyptian culture and civilization, which he supported through evidence but was a controversial Afrocentric perspective.
PLEASE NOTE OF SOURCESMATERIALS ALSO INCLUDED---USE THEMT.docxChereCheek752
PLEASE NOTE OF SOURCES/MATERIALS ALSO INCLUDED---USE THEM
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
TWO ASSIGNMENTS
.
Please note that the following vignettes represent samples of the ty.docxChereCheek752
Please note that the following vignettes represent samples of the types of questions you will be asked to respond to on the comprehensive exam. You will NOT receive these questions on the comprehensive exam; they are for study purposes only. Vignette Please compose a well-written and organized essay in response to each of the following questions. When writing your essays, please 1.Use APA (6th edition) Style, with 1-inch margins, double-spaced, 12 font, with a reference list at the end. 2.Write clearly and concisely. 3.Cite appropriate, and especially current, literature (empirical and/or theoretical). 4.Avoid all sexist idioms and allusions. 5.Remember to demonstrate your multicultural competence where appropriate. Vignette: Utilize this scenario for all of your responses A 42-year-old African American woman was brought to the emergency room by police officers for evaluation prior to going to jail to await disposition. She reported that she had been shopping when "something happened." She said that she had no recollection of events between the time she entered the store and an hour later, when she was arrested for shoplifting in a nearby department store with a considerable amount of stolen property on her person. She protested her innocence and became so agitated, belligerent, and profane that the arresting officers took her to the hospital for evaluation. At the hospital she reported that two years previously she had been arrested for shoplifting and had had amnesia for the act. The charges against her were then dropped because she explained that both the shoplifting and the amnesia resulted from her forgetting to eat after taking her insulin. Of note, her blood-sugar level on testing in the emergency room was elevated. The patient calmed down appearing asymptomatic after the evaluation and was transferred to jail pending a preliminary hearing. When she learned that her release was planned for the next day and that the charges against her would not be dropped, she became extremely agitated, angry, and abusive to the officers. Shortly thereafter, she complained of a headache and said she had no recollection of her abusive behavior. Later that evening she accosted an officer angrily. When the officer responded and addressed the patient by name, "Naomi," the patient said that her name was "Oprah" and that she would not allow herself to be called "Naomi," whom she described as a "wimp and a loser." "Oprah’s" voice and movement were somewhat different from those of "Naomi." She claimed that she had done the shoplifting and stepped back so that "Naomi" could be caught and humiliated, and that if she had wanted to, she could have evaded detection easily. She was returned to the ER and subsequently admitted to the inpatient psychiatric unit for observation. For the next two days, the patient had many apparent switches of personality, accompanied by conspicuous changes in dress, makeup, and demeanor. On several occasions "Oprah" was disrupti.
Please no plagiarism. I have attached an example to go by. The popul.docxChereCheek752
Please no plagiarism. I have attached an example to go by. The population I chose and currently work with are incarcerated juveniles, so at-risk youth.
Boundary Issues
It may not be possible or reasonable for counselors to always avoid dual relationships with clients. For example, counselors who live and work in small rural communities may attend the same religious institutions as their clients, or use the same libraries, doctors, or other services. In these multiple-relationship situations, counselors would not be in violation of ethical standards if they took reasonable steps to protect their objectivity and efficacy, and to avoid possibilities of exploitation or harm.
Counselors and supervisors usually consider dual relationships on a continuum of risk. As you work through the notion of dual relationships, you should consider the relationship with your client and the context of the situation. It is also important to consider the impact of dual roles on the power dynamics of the therapeutic relationship. For example, clients, students, and supervisees have less experience, knowledge, and power compared with licensed counselors and supervisors. Consequently, they are less likely to recognize inappropriate boundary crossings or to express their concerns about these crossings. It is your responsibility as an ethical practitioner to monitor and ensure appropriate boundaries across all related counseling situations.
For this Discussion, review the
Clinical Mental Health Counseling: Boundary Issues
media and consider the population that you are interested in working with as a professional counselor. Then, review the Learning Resources for this week and explore potential boundary issues you may encounter while working with this population. Reflect on potential benefit or harm related to boundary crossing. Finally, consider potential consultants who might be able to address any boundary issues.
Post by Day 3
a brief description of the population you selected. Then, explain any potential boundary issues you anticipate may be challenging in working with this population and explain why. Explain the potential benefit or harm associated with boundary crossing with this population. Finally, explain who you might consult with to address this boundary issue and why.
Be sure to use the Learning Resources and the current literature to support your response.
Respond by Day 5
and expand on your colleague’s posting by providing an alternate perspective on how you would work with your colleague’s selected population. Provide potential boundary crossing challenges that your colleague did not discuss and offer potential solutions for addressing these challenges.
Required Resources
Note:
To access this week's required library resources, please click on the link to the Course Readings List, found in the
Course Materials
section of your Syllabus.
Readings
Herlihy, B., & Corey, G. (2015).
ACA ethical standards casebook
(7th ed.). Alexandria, VA: American Cou.
PLEASE NO PLAGIARIZE!! Have 10 hours to fullfil this work. 1page or .docxChereCheek752
Women have long faced inequality compared to men, but the women's rights movement in the mid-late 20th century improved women's status by opening positions traditionally held by men. While some feel women have achieved equality in the 21st century, others disagree. The document asks how one would describe current gender equality in Western culture and whether there are still major areas of large-scale discrimination against women, requesting two examples if so or a rationale if not.
Please Paraphrase the following into a more scholarly toneI f.docxChereCheek752
Please Paraphrase the following into a more scholarly tone:"
"I feel like after reading these excerpts I feel like the first answer clarified what exactly Gus Casely-Hayford was really trying to figure out about Ethiopian history. It was clear that he was trying to figure out its history, however, it was difficult to put the pieces together and pinpoint things that could lead to it's past. I don't think it was a specific sentence it was really just how they answered it that helped me put it together.
A sentence in another paragraph that clarified what the answer was at number two when it said "After this, Ethiopia switched to Christianity, which has a direct link with the history of the kingdom. The Patriarch claims that the Ark of the Covenant was brought to Ethiopia". It clarifies what the patriarch really meant when he said that they had accepted the old testament.
These excerpts can help when I am doing homework because they can be used as a structure when answering questions for my future homework. In my next homework, I will aim to have more references and actually pinpoint what the answer is because I feel like I do not fully answer the question I only answer it partially. So I can turn in something rather than nothing. It is sometimes difficult to understand the main idea or interpret what some people are saying in the documentaries. The readings, however, are easier to understand.
.
Please only respond if you are familiar with raspberry piIam loo.docxChereCheek752
Please only respond if you are familiar with raspberry pi
Iam looking to send Binary data over the GPIO pins. I need to use one of the input and output pin to send binary data on the output.
If you are very familiar with Raspberry pi please message me.
THank you
.
Please note this is 2 ASSIGNMENTS ......Please only orginial work on.docxChereCheek752
Please note this is 2 ASSIGNMENTS ......Please only orginial work only and please follow the instruction provided
Assignment 1: Week 3 COURSE PROJECT
Week 3: Create the Database
Create the database and associated tables in your database environment.
Assignment 2: Week 3 ILAB
iLab 3: Database Creation and Table Manipulation
.
PLEASE NEED TWO RESPONSES TWO HUNDRED WORDS EACHDistinguish b.docxChereCheek752
PLEASE NEED TWO RESPONSES TWO HUNDRED WORDS EACH:
Distinguish between various factions/denominations within Christianity (Catholic/Protestant/Orthodox/etc) and their impact on mainstream (dominant) expression of how Christianity is viewed by those on the "outside."
Consider the viewpoints we saw represented in
Once I Was a Beehive.
How does it differ or compare to popular or mainstream faith as you know it? Of course, it is one interpretation of faith in Jesus and how it impacts daily life (and during troubling times, as seen in the film).
For example, if I walked into one church, I might find folks picking up and handling snakes, singing rather loudly and outwardly in their expressions of worship. If I went to the congregation next door the following Sunday, I might find a church that barely whispered, used no music at all, and perhaps simply followed a monotone lecture/sermon style delivered over the course of an hour, or two, or three! Both representing the same organism/religion...
Please respond with no less than 200 words, and respond to at least one of your classmate's post.
.
Please no plagiarism and make sure you are able to access all resour.docxChereCheek752
Please no plagiarism and make sure you are able to access all resource on your own before you bid. I need this completed by 10/21/17 at 12pm.
Application:
Applying Theoretical Interventions for Clients Experiencing Life Transition and Developmental Issues, Part II
Marriage, couple, and family counselors have varying caseloads. What they all have in common is that their group of clients—whether large or small—represents the variety of human experience. Even those counselors with a specific clinical focus see variety in the ways in which specific issues manifest in different relationships. Part of the goal of your counseling program is to expose you to varying scenarios so that when you are faced with differing client situations, you will have the evidence-based research knowledge, flexibility, analytical skills, and theory-integration practice to know the best course of action to take with a particular couple or family.
To prepare for this Application Assignment, select and view one movie from the list provided in this week’s Learning Resources. Begin to conceptualize the couple's or family’s problem through your theoretical orientation and identify interventions that you might use. Finally, begin to locate articles in the Walden Library that could be used to justify the interventions you selected.
The assignment (2–3 pages)
Identify the movie you selected and the life transition/developmental issue present in the couple/family.
Conceptualize the couple's/family's problem through your chosen theoretical orientation.
Describe two interventions you would use to address these couple/family issues and how you would use them. (
Note
: The interventions may not emerge from your chosen theoretical orientation.)
Justify the intervention you selected with two evidence-based research articles.
Support your Application Assignment with specific references to all resources used in its preparation. You are asked to provide a reference list for all resources, including those in the Learning Resources for this course.
Submit your assignment by
Day 7
.
Learning Resources
Required Resources
Media
Please select, obtain, and view one of the following movies to use with this week’s Application Assignment:
Please note:
These films are
not
available through Walden Library. Contact your instructor if you are unable to obtain a copy independently.
Movie: Rydell, M. (Director). (1981).
On golden pond
[Motion picture]. [With K. Hepburn, H. Fonda, & J. Fonda]. United States: IPC Films.
Movie: Demme, J. (Director). (2008).
Rachel getting married
[Motion picture]. [With A. Hathaway, R. DeWitt, & D. Winger]. United States: Sony Pictures Classics.
Movie: Redford, R. (Director). (1980).
Ordinary people
[Motion picture]. [With A. Sutherland, M. Tyler Moore, & J. Hirsch]. United States: Paramount Pictures.
Readings
Article: Haggan, P. S. (1998). Counseling adult children of aging parents.
Educational Gerontology
,
24
(4), 333. Ret.
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Discuss the ways in which Confucianism can or may weave into our everyday lives, given what you've read and watched/reviewed. Consider the ways you saw Confucianism as a religion and/or as a philosophy displayed in the film
Confucius
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THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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Featured ResearchSchool Counselors’ Perceived Stress,Bur
1. Featured Research
School Counselors’ Perceived Stress,
Burnout, and Job Satisfaction
Patrick R. Mullen
1
, Ashley J. Blount
2
, Glenn W. Lambie
3
,
and Nancy Chae
1
Abstract
We examined the relationship between perceived stress,
burnout, and job satisfaction among school counselors. Results
indi-
cated that school counselors’ perceived stress and burnout were
negatively related to their age and experience. Respondents also
reported that stress, burnout, and job satisfaction did not differ
based on their school level. Participants’ perceived stress and
burnout had a strong negative correlation with job satisfaction;
however, burnout mediated the relationship between perceived
stress and job satisfaction. We discuss the findings in light of
training and supervision.
Keywords
2. burnout, job satisfaction, school counselor, stress
School counselors are expected to provide effective services to
their students, promoting their social/emotional, academic, and
career development (American School Counselor Association
[ASCA], 2012); however, their jobs can be stressful and have
poorly defined requirements (Mathews, 2012; Young &
Lambie, 2007). School counselors have multiple professional
duties, including the provision of both direct services, such as
individual counseling, and indirect services, such as program
management (ASCA, 2012). At times, job demands require
that school counselors perform activities that are unrelated to
school counseling or the school counseling profession
(Bardhoshi, Schweinle, & Duncan, 2014; Scarborough &
Culbreth, 2008).
Novice school counselors may feel ambivalent about their
jobs because of discrepancies between their graduate school
training and their actual practice as school counselors
(Goodman-Scott, 2015). Due to inconsistencies between job
3. expectations and school counseling practice, school counselors
could suffer from stress and burnout, which could negatively
influence their job satisfaction (Bardhoshi et al., 2014; Math-
ews, 2012; Young & Lambie, 2007).
School counselors can face multiple and competing
demands, leading to symptoms of stress, empathy fatigue, emo-
tional exhaustion, counselor impairment, and eventual depar -
ture or resignation from their jobs (Maslach, 2003; Mullen &
Crowe, 2017; Stebnicki, 2008). School counseling consistently
requires empathy and compassion for students in emotionally
challenging situations (Lawson, Venart, Hazler, & Kottler,
2007; Stebnicki, 2008; Young & Lambie, 2007). Simultane-
ously, school counselors are expected to deliver career
education modules in the classroom, consult with parents and
teachers, and attend to administrative tasks such as lunch duty.
School counselors may become stressed, exhausted, and even-
tually burned out by attempting to balance their various pro-
fessional requirements. Authors have noted that the
4. experiences of burnout can lead to a severe diminishment of
school counselors’ abilities to deliver adequate services to stu-
dents and their families (Maslach, 2003; Mullen & Gutierrez,
2016; Stebnicki, 2008).
School counselors can face multiple and competing
demands, leading to symptoms of stress, empathy
fatigue, emotional exhaustion, counselor
impairment, and eventual departure or resignation
from their jobs.
Although limited school counseling literature exists regard-
ing counselors’ stress, burnout, and job satisfaction, no empiri -
cal research has examined relationships among these variables.
1 Department of School Psychology and Counselor Education,
College of
William and Mary, Williamsburg, VA, USA
2
Department of Counseling, University of Nebraska Omaha,
Omaha, NE, USA
3 Department of Child, Family, and Community Sciences,
University of Central
Florida, Orlando, FL, USA
5. Corresponding Author:
Patrick R. Mullen, PhD, Department of School Psychology and
Counselor
Education, College of William and Mary, PO Box 8795,
Williamsburg,
VA 23187, USA.
Email: [email protected]
Professional School Counseling
Volume 21(1): 1-10
ª 2018 American School
Counselor Association
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Therefore, we extend the school counseling literature with this
study by analyzing data from a national sample of practicing
school counselors to better understand the relationship between
6. perceived stress, burnout, and job satisfaction.
School Counselors’ Stress and Burnout
A common view of stress is that it is “a particular relationship
between the person and the environment that is appraised by
the person as taxing or exceeding his or her resources and
endangering his or her well-being” (Lazarus & Folkman,
1984, p. 19). According to Lazarus and Folkman’s (1984) stress
and coping framework, stress results from the disparity
between the demands placed upon individuals and their
resources to cope with the demands. For example, school coun-
selors who experienced greater perceived stress also reported
more demands at work compared to school counselors who
perceived less stress, such as additional paperwork, larger case -
loads, and coordination of school-wide testing (McCarthy,
Kerne, Calfa, Lambert, & Guzmán, 2010). Furthermore,
researchers have found that increased stress is associated with
decreased job satisfaction among school counselors (e.g., Bag-
gerly & Osborn, 2006; Rayle, 2006).
7. Burnout is defined as “a syndrome of emotional exhaustion,
depersonalization, and reduced personal accomplishment that
can occur among individuals who work with other people in
some capacity” (Maslach, Jackson, & Leiter, 1996, p. 4).
In other words, burnout is the physical or emotional hardship
that develops as a result of helping others (Maslach, 2003;
Maslach et al., 1996). Burnout was first conceptualized as
arising from behavioral, cognitive, and emotional factors that
are common among individuals in the helping professions
(Freudenberger, 1974; Maslach, 1976). Counselors who expe-
rienced burnout exhibit negative self-concepts, impaired job
attitudes, a devaluing of clients, and personal discouragement
(Lee et al., 2007; Pines & Maslach, 1978). In one study, Mull en
and Gutierrez (2016) found that school counselors who expe-
rienced greater burnout reported providing fewer direct student
services (i.e., individual counseling). In another recent study,
Limberg, Lambie, and Robinson (2017) found that school
counselors who were more altruistic experienced less burnout.
8. Furthermore, burnout has been found to be negatively associ -
ated with job satisfaction in disciplines related to school coun-
seling (e.g., student affairs, counselor education; Mullen,
Malone, Denney, & Dietz, 2018; Sangganjanavanich & Balkin,
2013) and to be positively related to turnover intentions
(Mullen et al., 2018). However, researchers have examined
neither the relationship between burnout and job satisfaction
within a sample of school counselors nor relationships among
school counselors’ age, school level (i.e., grade level in the
schools in which they serve), and feelings of burnout.
Burnout has been conceptualized, in part, as stemming from
unremitting stress that occasionally escalates into crisis (Freu-
denberger, 1974, 1986; Maslach, 2003). Burnout also may be
the result of secondary experiencing of traumatic events
(Figley, 2002; Stamm, 2010) or may be, among school coun-
selors, due to the ongoing empathetic position they hold with
their students (Maslach, 2003; Stebnicki, 2008). Recent
research findings have identified a unique relationship between
9. stress and burnout. In a study of school counselors, Mullen and
Gutierrez (2016) found that both stress and burnout had a sig-
nificant negative correlation with their reported percentage of
time in direct service to students, frequency of counseling ser -
vices, and frequency of school counseling classroom activities.
However, when Mullen and Gutierrez used a path model to
explore the simultaneous contribution of stress and burnout
to the provision of direct student services, burnout continued
to have a negative relationship, whereas stress no longer had a
significant relationship. Although these findings need to be
replicated and further explored, they suggest that burnout med-
iates, or explains, the relationship between stress and the deliv-
ery of direct student services; however, no study has examined
whether burnout mediates stress and job satisfaction among
school counselors.
School Counselors’ Job Satisfaction
Job satisfaction is often defined as the affective response (e.g.,
sense of fulfillment and gratification) that individuals have
10. toward their jobs based on a range of occupation-related ele-
ments (i.e., schedule, compensation, and work difficulty;
Fields, 2002; Locke, 1969; Spector, 1997). Job satisfaction is
also described as the extent to which a person likes or dislikes
their job (Spector, 1997). Traditionally, research examining
school counselors’ job satisfaction has focused on their rela-
tionships with their principals and their job duties. DeMato and
Curcio (2004) proposed that support from school administra-
tors would lead to school counselors’ enhanced job satisfac-
tion; however, they did not examine this hypothesis
empirically. Rayle (2006) found that a sense of mattering to
others was positively correlated with job satisfaction and nega -
tively correlated with job stress. Furthermore, when school
counselors completed job tasks in a way that was consistent
with the recommendations of ASCA (2005), they were more
satisfied with their jobs (Baggerly & Osborn, 2006).
Other Factors Relating to Stress, Burnout, and
Job Satisfaction
Researchers have shown that additional variables including
11. years of experience, school level, and student caseload, con-
tributed to school counselors’ stress, burnout, and job satisfac -
tion. Baggerly and Osborn (2006), for example, found that
middle and high school counselors reported higher perceived
stress than did elementary school counselors. Wilkerson (2009)
found that years of experience as a school counselor was con-
tributory, with counselors with fewer years of experience or of
younger age in the counseling field reporting greater stress
compared to more experienced and older school counselors.
2 Professional School Counseling
Regarding burnout, Wilkerson (2009) found that years of
experience working as school counselor were positively related
to elements of burnout (depersonalization). In another study,
Bardhoshi, Schweinle, and Duncan (2014) identified that
school counselors with caseloads of more than 400 students
exhibited higher emotional exhaustion as compared to respon-
dents with lower caseloads, and McCarthy, Kerne, Calfa, Lam-
12. bert, and Guzmán (2010) found that school counselors reported
high student caseloads as a demanding aspect of their work.
Regarding career satisfaction, Baggerly and Osborn (2006)
found no significant difference in career satisfaction based on
school counseling participants’ school level, but an unexplored
area in the school counseling literature is whether school coun-
selors’ years of experience and age are related to their job
satisfaction, although this would be a reasonable assumption
given relationships found between years of experience and
burnout (Wilkerson, 2009). As a result of these existing studies,
the literature on stress and burnout (Lazarus & Folkman, 1984;
Maslach, 2003), and some apparent gaps in the literature, we
conducted a study on the relationships among school counse-
lors’ perceived stress, burnout, and job satisfaction.
Current Study
The current study aimed to replicate and extend the literature
by exploring the relationships among school counselors’ stress,
burnout, job satisfaction, age, years of experience, and student
13. caseload (Baggerly & Osborn, 2006; Mullen & Gutierrez,
2016; Rayle, 2006). The questions that guided our study were:
(a) What are the relationships between school counselors’ per-
ceived stress, burnout, job satisfaction, age, years of experi -
ence, and student caseload? (b) Does school counselors’
school level (elementary, middle/junior high, high school, and
other K–12 settings) cause any significant differences in school
counselors’ perceived stress, burnout, and job satisfaction? and
(c) Do school counselors’ burnout scores mediate the relation-
ship between their perceived stress and job satisfaction?
Method
Participants
A national sample (N ¼ 750) of practicing school counselors
who were members of ASCA participated in this study. Of
this sample, 86.8% identified as female (n ¼ 651), 13% iden-
tified as male (n ¼ 98), and 0.2% identified as Other (n ¼ 1).
The mean age of participants was 44.72 (SD ¼ 10.74).
Regarding ethnicity, 84.1% self-identified as White non-
Hispanic (n ¼ 631), 6.8% as African American or Black
(n ¼ 51), 4.5% as Hispanic/Latino(a) (n ¼ 34), and 4.6% as
Other (n ¼ 34). Mean number of years of experience as a
school counselor was 11.72 (SD ¼ 7.13). The mean caseload
14. (i.e., number of different students assigned to the school coun-
selor each year) was 392.65 (SD ¼ 221.23, Mdn ¼ 375, range
¼ 5–3,400). Most participants worked in suburban schools
(n ¼ 352, 46%), followed by rural (n ¼ 240, 32%) and urban
(n ¼ 158, 21.1%) schools. Moreover, most participants
worked in high school settings (n ¼ 272, 36.3%), followed
by elementary school settings (n ¼ 226, 30.1%), middle/
junior high school settings (n ¼ 178, 23.7%), and other
K–12 settings (n ¼ 74, 9.9%).
Procedure
To complete this correlational, cross-sectional research inves-
tigation (Gall, Gall, & Borg, 2007), we employed e-mail-based
survey methods (Dillman, Smyth, & Christian, 2009) to collect
the data. Prior to recruitment and data collection, the institu-
tional review board at the first author’s university reviewed and
approved the study. We used the tailored design survey method
(Dillman et al., 2009) to recruit participants; 6,500 school
counselors who were members of ASCA were invited to com-
plete an online survey managed by Qualtrics (2013). School
counselors who chose to participate were directed to review the
consent information prior to their participation. If a school
15. counselor did not respond to the first e-mail invitation, they
were sent second and third reminder e-mails. Participants could
opt out of receiving reminder e-mails at any time. From the
initial recruitment e-mail to the close of the survey, the survey
remained open for duration of 6 weeks. Once the survey closed,
the data from Qualtrics were converted into an SPSS (Version
21) data file for analysis.
Of the 6,500 school counselors invited to participate, 476
had e-mails that were inactive. Thirty-three of the 6,500 coun-
selors e-mailed the first author commenting that they were no
longer working as a school counselor; therefore, they did not
participate. Of the remaining potential participants, 821 com-
pleted the survey in its entirety (a 13.70% response rate). We
then screened the data to ensure that only practicing school
counselors had completed the survey. The data from 79 parti -
cipants, who were graduate students, social workers, school
administrators, or other, were deleted and excluded from any
further analyses. The resultant sample size of school counselors
was 750. The response rate achieved in this study was equiv-
16. alent to or greater than the response rates found in prior school
counseling research using similar data collection methods (e.g.,
Harris, 2013; Luke, Gilbride, & Goodrich, 2017; Mullen, Lam-
bie, Griffith, & Sherrell, 2015). Thus, we deemed the response
rate acceptable for this research study.
Measures
Perceived stress. School counselors’ perceived stress was mea -
sured using the Perceived Stress Scale (PSS; Cohen, Kamarck,
& Mermelstein, 1983). The PSS is one of the most widely used
scales that measures perceived stress and has been used in
research with school counselors (e.g., Mullen & Crowe,
2017), mental health counselors (Mullen, Morris, &
Lord, 2017), and counselor trainees (Gutierrez, Mullen, & Fox,
2017). The PSS is a 10-item, self-report measure of individu-
als’ perceptions of how often in the last month they felt or
Mullen et al. 3
thought in a way that would indicate encountering a stressful
17. event. The PSS is measured on a 5-point Likert-type scale with
scores ranging from 0 (never) to 4 (very often) and with higher
scores indicating more often encountering a stressful event. For
this study, we used mean PSS scores for each participant.
A sample item included, “In the last month, how often have
you been angered because of things that were outside of your
control?” An example item that was reverse coded was, “In the
last month, how often have you been able to control irritations
in your life?”
Perceived stress as measured by the PSS has been
moderately and positively related to significant life events,
self-reported stress, and self-reported physical illness in a
sample of residents in the United States (Cohen &
Williamson, 1988). In prior studies, Cronbach’s a ranged
from .86 to .88 with school counselors (e.g., Mullen &
Gutierrez, 2016; Mullen & Crowe, 2017). In this study, the
Cronbach’s a coefficient was .85.
Burnout. School counselors’ burnout was measured using the
Burnout Measure, Short Form (BMS-SF; Malach-Pines, 2005;
18. Pines & Aronson, 1988). The BMS-SF is a 10-item, self-report
measure assessing the level of an individual’s physical, emo-
tional, and mental exhaustion. Items are measured on a 7-point
Likert-type scale with scores ranging from 1 (never) to 7
(always). Higher scores indicate greater burnout. Participants
recorded their answers in response to the prompt, “When you
think about your work overall, how often do you feel the
following?” Respondents indicated their response to this
prompt with 10 words/phrases that represented different fea-
tures of burnout, including “helpless,” “worthless,” and “tired.”
Burnout as measured by the BMS-SF has been negatively
related to life satisfaction (r ¼ �.35, p < .001), optimism
(r ¼ �.39, p < .001), and work satisfaction (r ¼ �.34, p <
.001) in samples of police officers, nurses, and graduate stu-
dents (Malach-Pines, 2005). In prior research, scores on the
BMS-SF resulted in a Cronbach’s a of .89 within a sample of
school counselors (Mullen & Crowe, 2017). The Cronbach’s
a coefficient for this study was also .89.
Job satisfaction. School counselors’ job satisfaction was mea -
sured using the Overall Job Satisfaction Questionnaire (OJSQ;
19. Andrews & Withey, 1976), a 5-item, self-report measure of
general satisfaction with one’s job. The OJSQ is measured on
a 7-point Likert-type scale, with scores ranging from 1
(delighted) to 7 (terrified). Lower scores indicate individuals’
greater satisfaction with their jobs. To aid in the interpretation
of the findings, we reverse coded the OJSQ. Scores were cal -
culated by summing the items with scores ranging from 5 to 35,
with higher scores representing greater job satisfaction. Sample
items are: “How do you feel about your job?” and “How do you
feel about the people you work with—your co-workers?”
Rentsch and Steel (1992) established convergent validity evi -
dence through correlations between the OJSQ and established
measures of job satisfaction that included the Minnesota Satis-
faction Questionnaire (r ¼ .70, p < .001) and the Job Descrip-
tive Questionnaire (r ¼ .70, p < .001). Job satisfaction, as
measured by the OJSQ, has been positively related to organiza-
tional commitment (r ¼ .64, p < .05) and supervisor ratings of
performance (r ¼ .32, p < .05; Rentsch & Steel, 1992). Prior
research with the OJSQ resulted in Cronbach’s a ranging from
.79 to.82 in samples of K–12 principals and student affairs
professionals (Chang, Leach, & Anderman, 2015; Mullen
20. et al., 2018). In this study, the Cronbach’s a coefficient was .85.
Results
Preliminary Analysis
We screened the data prior to the application of statistical
analysis. In an examination of the converted z-scores of the
total scores for the main variables, eight outlier cases had val-
ues greater than 3 and were deemed extreme outliers (Osborne,
2012). Therefore, we employed Winsorized means based on
adjacent data points to resolve the outliers (Osborne, 2012).
Next, we screened the data to assess the assumptions associated
with the statistical analyses used in this study (e.g., homosce-
dasticity, no multicollinearity, multivariate normality; Hair,
Black, Babin, Anderson, & Tatham, 2006). No violations of
statistical assumptions were found with these data. We utilized
multivariate analysis of variance (MANOVA) and Pearson’s
correlations to analyze participants’ perceived stress, burnout,
and job satisfaction scores in light of their age, years of expe -
rience, student caseload, and school level (see Table 1). To test
21. whether burnout mediates the relationship between perceived
stress and job satisfaction, we used a series of simple and
Table 1. Correlations, Means, and Standard Deviations Among
Participants’ Perceived Stress, Burnout, Job Satisfactio n, Age,
Years of
Experience, and Student Caseload.
Variables M SD 1 2 3 4 5 6
1. Perceived stress 1.47 0.57 —
2. Burnout 2.89 0.92 .72*** —
3. Job satisfaction 5.25 0.98 �.50*** �.63*** —
4. Age 44.72 10.74 �.16*** �.12** .03 —
5. Years of experience 11.72 7.13 �.14*** �.08* .03 .66*** —
6. Student caseload 392.65 221.23 .00 .05 �.01 .01 �.02 —
*p < .05. **p < .01. ***p < .001.
4 Professional School Counseling
multiple linear regression analyses, Sobel test, and structure
coefficients (see Table 2).
Results
To examine relationships among school counselors’ perceived
stress, burnout, job satisfaction, age, years of experience, and
student caseload (Research Question 1), we employed Pearson
22. product–moment correlation (see Table 1). Results indicated
that perceived stress and burnout were strongly, positively cor -
related (r ¼ .72, p > .001); and both perceived stress (r ¼�.50,
p < .001) and burnout (r ¼ �.63, p < .001) were negatively
correlated to job satisfaction. Perceived stress was signifi -
cantly, negatively correlated with age (r ¼�.16; p < .001) and
years of experience (r ¼ �.14; p < .001). Likewise, burnout
was significantly, negatively correlated with age (r ¼�.12, p <
.01) and years of experience (r ¼ �.08, p < .05). Age and
experience were significantly, positively correlated (r ¼ .66;
p < .001). Neither perceived stress (r ¼ .00, p ¼ .98), burnout
(r ¼ .05, p ¼ .16), job satisfaction (r ¼�.01, p ¼ .82), age (r ¼
.01, p ¼ .87) nor years of experience (r ¼�.02, p ¼ .56) were
correlated to student caseload.
To explore significant differences in school counselors’ per -
ceived stress, burnout, and job satisfaction as a function of their
school level (elementary, middle/junior high, high school, and
other K–12 settings; Research Question 2), we employed a one-
way MANOVA. The three dependent variables were perceived
stress, burnout, and job satisfaction. The independent variable
was school level (elementary, middle/junior high, high school,
and other K–12 settings). Results demonstrated no statistically
significant omnibus differences in the dependent variables
23. (perceived stress, burnout, and job satisfaction) based on parti -
cipants’ school level, F(9, 1810.85) ¼ 1.68, p ¼ .09; Wilks’s l
¼ .98, Z 2p ¼ .01.
To examine whether school counselors’ burnout scores
mediate the relationship between their perceived stress and job
satisfaction (Research Question 3), we conducted two simple
linear regressions and one multiple linear regression using pro-
cedures recommended by Baron and Kenny (1986) and Kenny,
Kashy, and Bolger (1998). As shown in Table 2, we first con-
ducted a simple linear regression with perceived stress as the
independent variable and burnout as the dependent variable.
In this equation, perceived stress explained 52% of the variance
in burnout, F(1, 749) ¼ 808.55, p < .001. Next, we conducted a
simple linear regression with perceived stress as the indepen-
dent variable and job satisfaction as the dependent variable.
Perceived stress explained 25% of the variance in job satisfac-
tion, F(1, 749) ¼ 243.46, p < .001. Finally, we conducted a
multiple linear regression with perceived stress and burnout as
the independent variables and job satisfaction as the dependent
variable. Together, the independent variables explained 40% of
the variance in job satisfaction, F(2, 747) ¼ 246.48, p < .001;
24. however, the predictive value of perceived stress (b ¼ �.09,
p ¼ .03) was significantly reduced in Step 3, indicating that
burnout fully mediated the relationship between perceived
stress and job satisfaction. A Sobel test calculation (Preacher
& Leonardelli, 2001) verified these effects (z ¼ �21.47, p <
.001), confirming that burnout mediated the relationship
between perceived stress and job satisfaction. In a final validity
check of these results, we examined structure coefficients and
found that burnout (rs ¼ .99) better predicted job satisfaction
than perceived stress (rs ¼ .79; Courville & Thompson, 2001).
Discussion
In this investigation, we explored the relationships among
school counselors’ perceived stress, burnout, and job satisfac -
tion. We also examined these three variables in light of the
participants’ school level, student caseload, age, and years of
experience. We found a strong positive correlation between
perceived stress and burnout among school counselors.
Although stress and burnout are conceptually different
(Lazarus & Folkman, 1984; Maslach, 2003), these findings
indicate that they are related and when school counselors expe-
25. rience greater stress, they are likely to experience greater burn-
out. These findings are consistent with previous findings
(Mullen & Gutierrez, 2016) indicating a strong positive corre-
lation between school counselors’ perceived stress and
burnout.
Similarly, in this current study, perceived stress and burnout
produced a strong negative relationship with job satisfaction,
indicating that greater stress and burnout are associated with a
decreased level of job satisfaction. This finding is consistent
with the findings of Rayle (2006), who identified a strong
negative relationship between job stress and job satisfaction,
and with the findings of Baggerly and Osborn (2006), who
identified a moderate negative relationship between stress and
career satisfaction.
The findings from our study also indicate that younger and
less experienced school counselors are more likely to report
greater perceived stress and burnout compared to older and
more experienced school counselors, which is consistent with
26. Wilkerson’s (2009) findings that identified a weak negative
relationship between school counselors’ experience and their
Table 2. Mediation Analysis.
Independent
Variables
Dependent
Variable B SE b DR2 F
Step 1 .52 808.55*
Perceived stress Burnout 1.16 .04 .72*
Step 2 .25 243.46*
Perceived stress Job
satisfaction
�0.85 .05 �.50*
Step 3 .40 246.48*
Perceived stress Job
satisfaction
�0.15 .07 �.09
Burnout �0.60 .04 �.56*
Note. N ¼ 750.
*p < .001.
Mullen et al. 5
27. reported stress. Younger and less experienced school counse-
lors may handle difficulties differently or face frequent chal -
lenges as they transition into and undertake their new
responsibilities, leading to greater stress and burnout. Future
research should explore and replicate these findings to under-
stand what specific factors contribute to younger or more inex-
perienced school counseling professionals’ perceived stress
and burnout as compared to that of older or more experienced
school counselors.
Younger and less experienced school counselors
may handle difficulties differently or face frequent
challenges as they transition into and undertake
their new responsibilities, leading to greater stress
and burnout.
In prior research, school counselors reported that caseloads
over 400 related to emotional exhaustion (Bardhoshi et al.,
2014). In the current study, however, we found that caseload
was not associated with perceived stress, burnout, or job satis -
28. faction. Bardhoshi and colleagues (2014) utilized the Counse-
lor Burnout Inventory (Lee et al., 2007), which may have
produced different results as compared to the measures used
in our study (i.e., BMS-SF, PSS, and OJSQ). Another potential
reason for the inconsistency between these two investigations
is that the current study included a sample of 750, whereas
Bardhoshi et al.’s study had 206 participants. Due to the dis -
crepancy between these studies, additional research is merited
to better understand how student caseload is related to school
counselors’ burnout, stress, and job satisfaction.
We found that caseload was not associated with
perceived stress, burnout, or job satisfaction. We
also found that school counselors’ perceived stress,
burnout, and job satisfaction did not differ based on
their school level.
In the current study, we also found that school counselors’
perceived stress, burnout, and job satisfaction did not differ
based on their school level. Our findings are similar to those
29. of Baggerly and Osborn (2006), who found no significant dif-
ference in career satisfaction based on school level; however,
Baggerly and Osborn did report that middle and high school
counselors experience greater stress than elementary school
counselors, which differs from our findings. Our results suggest
that school counselors’ experiences of stress and burnout are
pervasive across all school levels, and simultaneously, school
counselors across school levels may be generally satisfied with
their jobs. More research on this topic may provide better
insight into school-level differences in stress and burnout.
Our study’s results indicated that perceived stress and burn-
out were individually and collectively predictive of job satis -
faction. In fact, the linear composite of perceived stress and
burnout explained 40% of the variance in job satisfaction, indi-
cating that greater levels of stress and burnout are also related
to lower job satisfaction. The findings from this study are con-
sistent with findings from prior research in which school coun-
selors’ stress had a moderate negative relationship with job
satisfaction (Baggerly & Osborn, 2006; Mullen et al., 2018;
30. Rayle, 2006).
Burnout and stress have long been considered problematic
for helping professionals; however, only limited research has
examined the interplay of these constructs. Theorists (Freuden-
berger, 1974; Maslach, 2003; Stebnicki, 2008) have noted that
burnout develops over time as a consequence of prolonged
stress related to social interactions with coworkers or col -
leagues and can be particularly problematic for helping profes-
sionals such as school counselors. In the current study, school
counselors who reported greater stress also reported greater
burnout and less satisfaction with their jobs. Burnout mediated
stress and job satisfaction, meaning that burnout explained how
stress negatively affects school counselors’ job satisfaction.
This finding supports the notion that school counselors should
be aware of their stress and take steps to prevent burnout (Law -
son & Myers, 2011).
Implications for School Counseling Practice and Future
Research
31. The findings from our study have several implications for
school counseling practice and training. First, school counselor
educators may want to teach school counseling trainees how to
use self-assessments of stress and burnout and self-awareness
strategies (e.g., Bradley, Whisenhunt, Adamson, & Kress,
2013; Lambie, 2006) during their preparation programs. By
preparing school counselor trainees to remain aware of their
levels of stress and burnout, school counselor educators may
contribute to prevention of trainees’ future job dissatisfaction.
School counselor educators may also want to teach counselor
trainees wellness and self-care strategies. For example, Wolf,
Thompson, Thompson, and Smith-Adcock (2014) described a
wellness program in which self-care strategies are taught to
counselor trainees over the course of a 14-session workshop
series. Further, school counselor educators could include well -
ness and self-care strategies in their curriculum (e.g., wellness
plans and wellness seminars) to offer strategies to mitigate
burnout and stress.
32. School counselor educators may want to teach
school counseling trainees how to use self-
assessments of stress and burnout and self-
awareness strategies . . . [they] also may want to
teach counselor trainees wellness and self-care
strategies.
Clinical supervision could also include self-care (Blount &
Mullen, 2015; Lambie & Sias, 2009; Moyer, 2011). School
counselor supervisors can support practicing counselors,
including advocating for defined roles for counselors to prevent
systematic causes of stress (Young & Lambie, 2007).
6 Professional School Counseling
Furthermore, clinical supervisors can observe and assess their
trainees’ level of stress or wellness during initial clinical train-
ing and provide feedback on ways to cope with the demands of
the school counseling environment. For instance, Ohrt, Prosek,
Ener, and Lindo (2015) outlined a 1.5-hr interactive group
presentation that addresses various aspects of burnout (i.e.,
33. definitions, warning signs, and consequences) that supervisors
could employ with counselors in training with the aim of
enhancing their wellness. School districts could also adapt this
type of intervention for professional development workshops.
Gnilka, Karpinski, and Smith (2015) suggested that a key strat-
egy in reducing school counselor burnout could be increasing
supervision activities and continuing education.
Practicing school counselors may also benefit from self-
assessing their levels of stress, burnout, and wellness. Several
measures are available to evaluate school counselors’ burnout
and stress, such as the Professional Quality of Life Scale
(Stamm, 2010). Other forms of assessment may be informal,
like the Wellness Starfish (Blount & Mullen, 2015) or struc-
tured activities such as those discussed by Young and Lambie
(2007). To formally assess personal wellness, school counse-
lors could utilize the Five Factor Wellness Inventory (Myers &
Sweeney, 2005) or the Helping Professional Wellness Discre-
pancy Scale (Blount & Lambie, 2018).
34. Blount and Mullen (2015) and Lenz and Smith (2010) pro-
vide conceptual models of integrating wellness into supervision
interactions and highlight the importance of assessing (for-
mally or informally) wellness during counselor training. For
example, Blount and Mullen note the use of an informal assess-
ment of wellness using a method they call the Wellness Star-
fish. This creative approach uses the starfish as a metaphor to
evaluate one’s current strengths and deficits by drawing out the
tentacles of a starfish, with each tentacle representing a differ -
ent area of well-being. A component of this model is helping
supervisees develop their own definition of wellness. Through
creating and redefining a personal model of wellness, super -
visees tailor the way they will maintain their wellness based on
their personal preferences. Research is needed on effective
supervision strategies, such as the ones described by Blount
and Mullen (2015) and Lenz and Smith (2010), to reduce stress
and burnout experiences by school counselors.
In the current study, we found that school counselors who
35. experienced higher levels of stress and burnout were also more
dissatisfied with their work compared to school counselors
with lower levels of stress and burnout. The use of career -
sustaining behaviors (Lawson & Myers, 2011) may support
school counselors’ well-being or implement wellness-
enhancing behaviors. Career sustaining behaviors are activities
that individuals engage in to enhance their professional satis -
faction and alleviate the difficulties experienced while at work,
such as the use of supervision or scheduled breaks. Further-
more, the use of problem-focused coping, as opposed to
emotion-focused coping, may mitigate the consequences of
stress (Wilkerson, 2009). Problem-focused coping refers to
targeting stressors in a practical manner (e.g., goal setting/
problem-solving, time management, and social support) that
in turn reduces the degree of stress (Lazarus, 2006). Research
examining occupational factors (e.g., work environment,
supervisor support, and compensation) that relate to burnout
in school counselors is also warranted.
36. A final implication is related to the finding that the relation-
ship between school counselors’ stress and job satisfaction was
mediated by burnout. Specifically, this finding aligns with prior
research results and theory related to stress and burnout (e.g.,
Mullen & Gutierrez, 2016). For practicing school counselors,
this finding highlights the importance of intervening when
daily stress is experienced and is a means to prevent the devel -
opment of burnout. Although school counselors are likely to
face stressors, stress itself is not what leads to job dissatisfac -
tion. Instead, it is stress as it is mediated through burnout that
is
associated with feelings of dissatisfaction. Some stress may be
beneficial (e.g., pushing one to get a task completed); how we
manage the stress is what determines its lasting impact on
burnout and job satisfaction. Therefore, school counselors
should continuously strive to focus on their ways of coping
with the stressors that arise as a part of their jobs. Future
research should investigate effective ways to cope with stres -
37. sors that can be implemented by school counselors, school
counselor educators, and supervisors.
Limitations
This study offers empirical evidence regarding the correlation
between school counselors’ stress, burnout, and job satisfaction
with burnout mediating the relationship between stress and job
satisfaction; however, we did not test alternative models, and
therefore, any directionality in hypothetical mediational mod-
els cannot be assumed. This study involved primarily White,
female school counselors; thus, the results may not be as gen-
eralizable to ethnic minority school counselors or school coun-
selors of a different gender. Last, because this study was
correlational in nature, the results should not be interpreted
as indicating a cause and effect relationship between the
variables.
Conclusion
We explored the relationship between school counselors’
stress, burnout, job satisfaction, and their demographic charac-
38. teristics. We also evaluated whether burnout mediated the rela-
tionship between stress and job satisfaction. Participants’ stress
and burnout levels were negatively associated with years of
experience and age. We found no differences in school coun-
selors perceived stress, burnout, and job satisfaction based on
their school level; however, burnout fully mediated stress and
job satisfaction. Stress and burnout are very likely to arise in
the work of school counselors and should be prevented and
attended to with the goal of enhancing the satisfaction school
counselors feel in their work.
Mullen et al. 7
Declaration of Conflicting Interests
The author(s) declared no potential conflicts of interest with
respect to
the research, authorship, and/or publication of this article.
Funding
The author(s) received no financial support for the research,
author-
39. ship, and/or publication of this article.
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Author Biographies
Patrick R. Mullen, PhD, is an assistant professor in the Depart-
ment of School Psychology and Counselor Education at the
College of William and Mary in Williamsburg, VA, USA.
Ashley J. Blount, PhD, is an assistant professor in the Depart-
ment of Counseling at the University of Nebraska Omaha in
Omaha, NE, USA.
Glenn W. Lambie, PhD, is a professor and chair of the Depart-
ment of Child, Family, and Community Sciences at the Uni-
versity of Central Florida in Orlando, FL, USA.
Nancy Chae is a doctoral student in the Department of School
Psychology and Counselor Education at the College of William
and Mary in Williamsburg, VA, USA.
10 Professional School Counseling
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reproduction
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Due Date: 11:59 pm EST Sunday of Unit 4
Points: 50
Overview:
At this halfway point in the course and textbook, reflect on the
material we have covered
and considered in your response to the content.
Instructions:
Consider the first four chapters of our course text.
• Select one key idea from each chapter that you found
particularly interesting,
engaging, surprising, or noteworthy.
• Write an essay of 2-3 pages in which you briefly describe the
four key ideas you
selected, citing Weiss.
• Explain why the key ideas are compelling, engaging, or
otherwise appealing.
64. • Draw connections between these key ideas and your current
business
experiences, either as an employee, a manager, or a consumer.
Requirements:
• A Word document, written in third person with no use of first-
person “I.”
• 2-3 pages, excluding the Title and Reference page.
• APA format, including in-text citations for referenced works.
• At least one resource cited, the textbook by Weiss.
Be sure to read the criteria by which your work will be
evaluated before you write
and again after you write.
BUS340 – Business Ethics
Midterm Reflective Essay
Evaluation Rubric for Midterm Reflective Essay Assignment
CRITERIA Deficient Needs
Improvement
Proficient Exemplary
(0-11 Points) (12-15 Points) (16-19 Points) (20 Points)
65. Content Does not
respond to the
writing prompt,
addressing
each of the
required
elements in an
academic
voice.
Somewhat
responds to the
writing prompt,
addressing each
of the required
elements in an
academic voice.
Mostly
responds to the
writing prompt,
addressing
each of the
required
elements in an
academic
voice.
Responds fully
to the writing
prompt,
addressing
each of the
required
elements in an
66. academic
voice.
(0-5 points) (6-7 points) (8-9 points) (10 points)
Summary and
Paraphrase
Does not rely
on summary
and
paraphrase to
demonstrate
understanding;
significantly
more than 10%
is direct quote.
Somewhat relies
on summary and
paraphrase to
demonstrate
understanding;
more than 10%
is direct quote.
Mostly relies on
summary and
paraphrase to
demonstrate
understanding;
slightly more
than 10% is
direct quote.
Relies on
summary and
67. paraphrase to
demonstrate
understanding;
no more than
10% of the
submission is
direct quote.
Clear and
Professional
Writing and
APA Format
Errors impede
professional
presentation;
guidelines not
followed.
Significant errors
that do not
impede
professional
presentation.
Few errors that
do not impede
professional
presentation.
Writing and
format are
clear,
professional,
APA compliant,
and error free.
68. (0-2 points) (3 points) (4 points) (5 points)
Resources 0 resources. 0-1 resource,
does not include
Weiss.
1 resource,
including
Weiss.
1 or more
resources,
including
Weiss.
(0-2 points) (3 points) (4 points) (5 points)
Page Count Less than 1
page.
1 page. 2 pages. 3 pages.