McIntyre, Teresa M.,, McIntyre, Scott,Francis, David J.. (Eds.) () Educator stress :an occupational health perspectiveMLA Citation
McIntyre, Teresa M.,, McIntyre, Scott,Francis, David J.,eds. Educator Stress: An Occupational Health Perspective. : . Print.
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Educator stress : an occupational health perspective /
Teresa Mendonça McIntyre, Scott E. McIntyre, David J. Francis, editors.
|Names:||McIntyre, Teresa M., | McIntyre, Scott, | Francis, David J.,|
|Published:||Cham, Switzerland : Springer, |
Aligning perspectives on health, safety and well-being.
|Topics:||Teachers - Job stress. | Stress (Psychology) | Burn out (Psychology) | Occupational health services.|
|000||07854cam a2200529Ii 4500|
|008||171011t20172017sz b 001 0 eng d|
|245||00|aEducator stress :|ban occupational health perspective /|cTeresa Mendonça McIntyre, Scott E. McIntyre, David J. Francis, editors.|
|264||1|aCham, Switzerland :|bSpringer,|c|
|300|||axxiv, 511 pages :|billustrations ;|c24 cm.|
|490||1 |aAligning perspectives on health, safety and well-being,|x2213-0497|
|504|||aIncludes bibliographical references and index.|
|505||00|gPart I:|tDefining the problem of educator stress in the context of current education challenges.|tSchool context and educational system factors impacting educator stress /|rRebecca J. Collie, Nancy E. Perry, and Andrew J. Martin --|tCurrent knowledge on the nature, prevalence, sources and potential impact of teacher stress /|rCheryl Travers --|tConsequences of job stress for the mental health of teachers /|rIrvin Sam Schonfeld, Renzo Bianchi, and Peter Luehring-Jones --|tBiological pathways to stress-related disease vulnerability in educators /|rSilja Bellingrath and Brigitte M. Kudielka --|tTeacher stress and teacher self-efficacy : relations and consequences /|rEinar M. Skaalvik and Sidsel Skaalvik --|tConsequences of educator stress on turnover : the case of charter schools /|rStephanie L. Cano, Belinda Bustos Flores, Lorena Claeys, and Daniel A. Sass --|tThe role of culture and other contextual factors in educator stress /|rChristopher J. McCarthy, Sally Lineback, Paul G. Fitchett, Richard G. Lambert, Maytal Eyal, and Lauren H. Boyle --|gPart II:|tUnderstanding educator stress from an occupational health framework.|tDevelopment and testing of a theoretical-empirical model of educator stress, coping and burnout /|rCameron Montgomery --|tThe job demand-control (-support) model in the teaching context /|rMargot van der Doef and Chris Verhoeven --|tApplying occupational health theories to educational stress and health : evidence from the effort-reward imbalance model /|rJohannes Siegrist --|tApplying occupational health theories to educator stress : contribution of the job demands-resources model /|rToon W. Taris, Peter L.M. Leisink, and Wilmar B. Schaufeli --|tTowards a dynamic integrative theory of educator stress /|rTeresa Mendonça McIntyre, Scott E. McIntyre, Christopher D. Barr, David J. Francis, and Angelia C. Durand.|gPart III:|tManaging and reducing stress in education systems.|tDefining healthy schools : an occupational health psychology perspective on healthy school climates /|rRobert R. Sinclair, Janelle H. Cheung, and Adam Cox --|tIndividual-level interventions : mindfulness-based approaches to reducing stress and improving performance among teachers /|rPatricia A. Jennings and Anthony A. DeMauro --|tIndividual-organizational interface (IOI) interventions to address educator stress /|rRaymond Randall and Cheryl Travers --|tOrganizational interventions to reduce sources of K-12 teachers' occupational stress /|rPaul Landsbergis, Jeanette Zoeckler, Bianca Rivera, Darryl Alexander, Amy Bahruth, and Wendy Hord --|tNew directions in intervention : cyber-bullying, schools and teachers /|rTom Cox, Magda Marczak, Kevin Teoh, and Juliet Hassard --|gPart IV:|tImplications for research, practice, and policy in education.|tIssues in research methodology on educator stress /|rDavid J. Francis, Christopher D. Barr, Julia S. Benoit, and Teresa Mendonça McIntyre --|tTranslating educator stress research into practice and policy /|rPeggy McCardle --|tImplications of an occupational health perspective for educator stress research, practice, and policy /|rScott E. McIntyre, Teresa Mendonça McIntyre, and David J. Francis.|
|520|||aThis book brings together the most current thinking and research on educator stress and how education systems can support quality teachers and quality education. It adopts an occupational health perspective to examine the problem of educator stress and presents theory-driven intervention strategies to reduce stress load and support educator resilience and healthy school organizations. The book provides an international perspective on key challenges facing educators such as teacher stress, teacher retention, training effective teachers, teacher accountability, cyber-bullying in schools, and developing healthy school systems. Divided into four parts, the book starts out by introducing and defining the problem of educator stress internationally and examining educator stress in the context of school, education system, and education policy factors. Part I includes chapters on educator mental health and well-being, stress-related biological vulnerabilities, the relation of stress to teaching self-efficacy, turnover in charter schools, and the role of culture in educator stress. Part II reviews the main conceptual models that explain educator stress while applying an occupational health framework to education contexts which stresses the role of organizational factors, including work organization and work practices. It ends with a proposal of a dynamic integrative theory of educator stress, which highlights the changing nature of educator stress with time and context. Part III starts with the definition of what constitute healthy school organizations as a backdrop to the following chapters which review the application of occupational health psychology theories and intervention approaches to reducing educator stress, promoting teacher resources and developing healthy school systems. Chapters include interventions at the individual, individual-organizational interface and organizational levels. Part III ends with a chapter addressing cyber-bullying, a new challenge affecting schools and teachers. Part IV discusses the implications for research, practice and policy in education, including teacher training and development. In addition, it presents a review of methodological issues facing researchers on educator stress and identifies future trends for research on this topic, including the use of ecological momentary assessment in educator stress research. The editors' concluding comments reflect upon the application of an occupational health perspective to advance research, practice and policy directed at reducing stress in educators, and promoting teacher and school well-being --|cUnknown source.|
|650||0|aBurn out (Psychology)|
|650||0|aOccupational health services.|
|650||7|aBurn out (Psychology)|2fast|0(OCoLC)fst00841904|
|650||7|aOccupational health services.|2fast|0(OCoLC)fst01043207|
|700||1 |aMcIntyre, Teresa M.,|eeditor.|
|700||1 |aMcIntyre, Scott,|d1953-|eeditor.|
|700||1 |aFrancis, David J.,|eeditor.|
|740||02|aRole of culture and other contextual factors in educator stress.|
|740||02|aJob demand-control (-support) model in the teaching context.|
|830||0|aAligning perspectives on health, safety and well-being.|x2213-0497|
|910|||acben nov17 jsym|
|938|||aBaker and Taylor|bBTCP|nBK0020067047|