Browsing by Subject "teacher stress"
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Item Agricultural Science Teachers' Perceptions of Online Curriculum Resources in Agricultural Education(2014-10-14) Rutherford, VanessaThe purpose of this study was to determine the perceptions of agricultural science teachers? use of online curriculum resources in regard to planning time, time management, classroom management, content knowledge, home and work life balance, and teacher stress. This descriptive study was conducted in the state of Texas using a population census of agricultural science teachers who were Instructional Material Services (IMS) Online subscribers. A response rate of 47.6% was achieved (N = 290, n = 138). The respondents completed an online survey using the Qualtrics? system. The survey included 32 Likert scale items, as well as demographic items. We conducted a pilot test using a panel of experts that included the out of state users of Instructional Material Services online system and pre-service teachers to establish reliability. Reliability was analyzed and calculated for the pilot study and a Cronbach?s Alpha of a = .75 was obtained. Additionally, post hoc reliability was calculated, resulting in a reliability of a = .73. The instrument contained 32 Likert scale items that allowed participants to rank their level of agreement with online curriculum on a scale of one (Strongly disagree) to four (Strongly agree). These Likert scale statements addressed how online curriculum effects agricultural science teachers? planning time, content knowledge, time management, classroom management, teacher stress, and home and work life balance. The findings of this study included demographic data, self-efficacy in Agricultural Food and Natural Resource pathways, descriptive characteristics, perceptions of online curriculum resources regarding the different factors the impact agricultural science teachers, listed previously. In this study 34.1% of the population had taught 0-5 years and 23.9% had taught more than twenty years. When asked to rank their stress on an average day we found that 61.6% of these teachers reported classroom instruction causing the most stress by either ranking it first, second, or third. Findings showed that online curriculum resources has aided in the improvement of planning time, time management, classroom management, content knowledge, and has also somewhat improved home and work life balance for these agricultural science teachers in the state of Texas.Item Performance Goal Practices: Characteristics of Teacher Usage and Implications for Social Relationships in Elementary School Classrooms(2012-10-19) Peterson, LisaPerformance goal practices have been linked to negative behavioral and emotional outcomes in students. Despite this, little research has been done to understand what leads teachers to use these practices. Additionally, while there is significant research on individual characteristics of students based on their placement in classrooms with high or low performance goal practices, there is a lack of research on how these practices affect their social relationships. These questions were examined in this two journal article dissertation. In the first study, 461 elementary teachers were surveyed on their use of performance goal practices, as well as their years of teaching experience. They were also asked to determine the number of students who drained their energy, a measure of teacher perceived stress. Finally, students from these classrooms were surveyed using peer nominations to determine the number of aggressive students in each classroom, a measure of stress exposure. Multiple regression analyses were used to evaluate what elements of teacher stress might predict the use of performance goal practices in elementary classrooms. In the second study, 576 elementary teachers were surveyed on use their performance goal practices. Students were assessed on their ability in reading and math, and peer nominations were used to determine to what degree each student was accepted by their peers. Hierarchical linear modeling was used to determine whether the use of performance goal practices moderated the relationship between academic achievement and peer acceptance. Results from the first study indicate that teacher perceived stress and years of experience are predictors of the use of performance goal practices. Results from the second study indicate that in lower elementary classrooms only, the relationship between math achievement and peer acceptance was stronger in classrooms where the teachers reported a higher use of performance goal practices. Overall, these studies suggest that teachers who perceive more stress are more likely to use classroom practices that do not lead to optimal outcomes for their students. Results also demonstrate that for younger elementary students, these practices inform their decisions about classmates' likeability, which could be harmful to the social status of lower achieving students.