The influence of test-based accountability policies on early elementary teachers: School climate, environmental stress, and teacher stress

2018 ◽  
Vol 55 (4) ◽  
pp. 391-403 ◽  
Author(s):  
Elina Saeki ◽  
Natasha Segool ◽  
Laura Pendergast ◽  
Nathaniel von der Embse
Keyword(s):  
School Climate ◽  
Elementary Teachers ◽  
Environmental Stress ◽  
Teacher Stress ◽  
Early Elementary

The influence of test-based accountability policies on school climate and teacher stress across four states

2016 ◽  
Vol 59 ◽  
pp. 492-502 ◽  
Author(s):  
Nathaniel P. von der Embse ◽  
Laura L. Pendergast ◽  
Natasha Segool ◽  
Elina Saeki ◽  
Shannon Ryan
Keyword(s):  
School Climate ◽  
Teacher Stress

School Climate and Administrative Power Strategies of Elementary School Principals

1989 ◽  
Vol 65 (3_suppl2) ◽  
pp. 1267-1271 ◽  
Author(s):  
Ann W. Porter ◽  
Donald K. Lemon ◽  
Richard G. Landry
Keyword(s):  
Elementary School ◽  
School Climate ◽  
Elementary Teachers ◽  
North Dakota ◽  
Elementary School Principals ◽  
Elementary Principals ◽  
School Principals ◽  
Teachers Perceptions ◽  
Administrative Power ◽  
Power Strategies

This study examined teachers' perceptions of the use of power tactics by elementary principals. Elementary teachers ( N = 297) in 50 schools in North Dakota and Minnesota reported on the use of power tactics by their principals, using an instrument developed to measure the use of the power strategies of assertiveness, sanctions, ingratiation, rationality, and exchange by school principals. Teachers perceived their principals to use rationality and ingratiation most often and sanctions least often to influence the teachers' behavior.

The relation between school climate and preschool teacher stress

2019 ◽  
Vol 57 (6) ◽  
pp. 748-767 ◽  
Author(s):  
Bi Ying Hu ◽  
Yuanhua Li ◽  
Chuang Wang ◽  
Barry Lee Reynolds ◽  
Shuang Wang
Keyword(s):  
School Climate ◽  
Self Efficacy ◽  
Teacher Stress ◽  
Teacher Professionalism ◽  
Preschool Teacher ◽  
Content Type ◽  
Mediating Role ◽  
Collegial Leadership ◽  
Teacher Self Efficacy

Purpose The purpose of this paper is to examine the relationship between school climate and teacher stress. Specifically, the authors construct two parsimonious models to test two main hypotheses. First, whether preschool collegial leadership predicts teachers’ job stress through the mediating role of teacher self-efficacy; second, whether teacher professionalism influences teachers’ perceptions of occupational stress through the mediating role of teacher self-efficacy. Design/methodology/approach The authors conceptualized the mediating role of teacher efficacy as an important mechanism that can help to explain the effect of school climate on teacher stress. School climate consisted of two dimensions: principal collegial leadership and professionalism. Therefore, the authors constructed and examined two mediation models by using Bootstrapping mediation modeling: first, preschool teacher self-efficacy as a mediator between preschool collegial leadership and teacher stress; second, preschool teacher self-efficacy as a mediator between preschool teacher professionalism and teacher stress. Findings Results from two mediation analyses showed that principal collegial leadership exerts a significant negative effect on preschool teachers’ stress through the mediating role of teacher self-efficacy. Moreover, professionalism was also a significant predictor of preschool teachers’ stress through the mediating role of teacher self-efficacy. Research limitations/implications This study contributes to the literature in terms of understanding the mechanism of how school climate helps to reduce teacher stress. First, the authors found that teachers’ individual well-being can be efficiently enhanced through a more collegial leadership. Second, the preschool leadership teams can create a supportive climate to reduce teachers’ stress by improving teachers’ professionalism. Originality/value This study offers a new perspective about understanding the internal and external mechanism of teacher stress. The authors discussed the results in light of the recent push by the Chinese Government to teacher quality improvement in early childhood education. The authors argued for prioritizing support for building a supportive school climate for teachers.

Early Elementary Teachers' Receptivity to Tobacco Prevention in One Rural U.S. State

2000 ◽  
Vol 20 (2) ◽  
pp. 157-169 ◽  
Author(s):  
Vivien Carver ◽  
Bonita Reinert ◽  
Lillian M. Range ◽  
Catherine Campbell
Keyword(s):  
Elementary Teachers ◽  
Tobacco Prevention ◽  
Early Elementary
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