Coping issues as a topic in Teacher Education Research: A Literature Review

Chaw, Ei Phyu; KOPP, Erika

doi:10.24193/adn.14.2.4

Cited by 2 publications

(2 citation statements)

References 56 publications

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“…Given the widely documented and staggering data regarding teacher attrition (Mancenido, 2021; Chaw & Kopp, 2021; Viac & Fraser, 2020; Herman, Reinke, & Eddy, 2020), particularly in high-need school districts, the team felt strongly that teacher support (Alemdar, Cappelli, Gale, & Boice, 2022; Evthokia, 2022) would have to be prioritized; and even possibly re-envisioned beyond its current conceptualization. That is to say, the team began to consider the notion of 360-degree support for new teachers and ideate on what that would actually look like in real time.…”

Section: Methodsmentioning

confidence: 99%

Leveraging community-based assets in coaching, wellness and mentorship to increase the African American and Latinx math teacher workforce

Warner

2023

SUP

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PurposeThere is some evidence to suggest that the historical challenge associated with recruiting and retaining Black and Brown Science, Technology, Engineering and Math (STEM) collegians is tied to early their teaching and learning experiences in Mathematics. This paper describes an National Science Foundation (NSF) funded project (NSF #2151043) whose goal is to attract, prepare and retain math teachers of color in high need school districts ensure that those teachers remain in the field long enough to make a meaningful impact on the minds and hearts of BIPOC students who are often, extrinsically, and intrinsically, discouraged from pursuing careers in STEM professions.Design/methodology/approachThis mixed-methods study, which began in the summer of 2023, seeks to recruit, prepare, support and retain nineteen (19) Black and Brown math teachers for two (2) high need urban school districts. The expectancy value theory will be used to explain the performance, persistence, and choices of the teachers, while grounded theory will be utilized to understand the impact of the intensive mentorship and wellness coaching that applied over the first year of their preservice preparation and subsequent in-service years.FindingsMeasures of project efficacy won’t begin until 2025 and as such there are no findings or implications to draw from for the study at this time.Originality/valueThe intention of this paper is to augment the body of knowledge on recruiting and retaining Black and Brown math teachers for urban schools where the need for quality STEM teachers is critical.

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Section: Methodsmentioning

confidence: 99%

Leveraging community-based assets in coaching, wellness and mentorship to increase the African American and Latinx math teacher workforce

Warner

2023

SUP

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“…The developed model suggests that both institutional and individual management strategies and interventions can significantly avert reasons for burnout among teaching staff. Open communication channels at an institutional level can be accomplished, as indicated in Figure 1, through the following: creating windows through which teaching staff can offload roadblocks (Chaw and Kopp 2021); access to information regarding policies discussed in executive boards; the formulation of independent staff welfare associations where teaching staff can freely voice challenges; open debates, discussion forums and platforms to unblock communication gaps; mentorships in the form of expert presentations that will settle emotional battles.…”

Section: Open Management Strategies and Interventionsmentioning

confidence: 99%

Managing Burnout among Teaching Staff at Private Universities in Uganda: A Case Study

Yawe

2022

IJEDA

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The focus of this study was to examine the causes of burnout among teaching staff and, based on the findings, to suggest a framework to manage burnout among teaching staff at private universities in Uganda. A qualitative research approach with a multiple case study design was adopted in the study. Individual and focus group interviews as well as document analysis aided data collection from 50 lecturers, 40 senior lecturers, 20 faculty deans and five registrars across five chartered private universities in the Central Region in Uganda. Empirical data revealed that burnout was mainly due to institutional causes specifically from their workplaces such as conflicting directives, teaching staff’s need to accomplish tasks by a known deadline, delays in the issuance of teaching staff contracts, job insecurity, teaching staff’s incompetence due to skills gaps, limited teaching staff support, students’ disruptive behaviour, and workload. In a second classification, interpersonal causes such as unresolved family challenges, being overly ambitious, failing to progress academically, financial obligations and limited resources also caused burnout among teaching staff. The recommendations that were made include mandatory workouts to boost morale and mood through continuous aerobic exercises, mandatory rest and repair of the lost resources through a paid annual leave, identification of alternative sources of income to supplement salaries, open communication channels, and employee assistance programmes, among others. The study suggests a framework to manage burnout among teaching staff at private universities in Uganda.

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Coping issues as a topic in Teacher Education Research: A Literature Review

Cited by 2 publications

References 56 publications

Leveraging community-based assets in coaching, wellness and mentorship to increase the African American and Latinx math teacher workforce

Leveraging community-based assets in coaching, wellness and mentorship to increase the African American and Latinx math teacher workforce

Managing Burnout among Teaching Staff at Private Universities in Uganda: A Case Study

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