Examining Teacher Perspectives of Creative Relaxation

Froeschle, Janet G.; Crews, Charles

doi:10.1080/15401383.2010.507581

Cited by 6 publications

(4 citation statements)

References 12 publications

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“…Tyrimuose (Shapiro, Brown, Biegel, 2007;Ponce et. al., 2008;Campbell et al, 2009;Froeschle, Crews, 2010;Gold et al, 2010;Stueck, 2010), kur ieškoma atsakymų, kaip išvengti įtampos ar įveikti stresą, profesinį perdegimą, dominuoja strategijos, kurios remiasi įvairiais atsipalaidavimo, savireguliacijos (gebėjimas atsipalaiduoti, valdyti savo psichinius ir fiziologinius procesus (Grakauskas, 2004, cit. remiantis Bieliauskaitė, Jarašiūnaitė, 2009) metodais.…”

Section: Pedagogų Profesinio Perdegimo Prevencijos Ir Redukavimo Profunclassified

Kūno Kultūros Mokytojų Profesinio Perdegimo Prevencija Ir Redukavimas: Ugdomojo Projekto Rezultatai

Stočkus

2021

Tiltai

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Straipsnyje siekiama atskleisti kūno kultūros mokytojų profesinio perdegimo prevencijos ir redukavimo galimybes, empiriškai pagrindžiant relaksacinių įgūdžių ugdymu paremtos programos efektyvumą tarp Lietuvos bendrojo ugdymo įstaigose dirbančių kūno kultūros pedagogų. Pastaraisiais metais atlikti tyrimai rodo, kad profesinis perdegimo sindromas pedagogams tapo labai aktuali problema. Nuolat ieškoma būdų, kurie vaidintų prevencinį ir redukcinį vaidmenį šiame procese. Iš visų strategijų vis didesnio mokslininkų dėmesio sulaukia profesinio perdegimo išvengimo, įveikimo, jo padarinių mažinimo būdai, kuriais žmogus gali padėti sau pats, be kitų pagalbos. Straipsnyje pristatomi ugdomojo projekto, kuriame dalyvavo 23 kūno kultūros mokytojai, rezultatai. PAGRINDINIAI ŽODŽIAI: kūno kultūra, profesinis perdegimas, relaksacija, redukcija.

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Section: Pedagogų Profesinio Perdegimo Prevencijos Ir Redukavimo Profunclassified

Kūno Kultūros Mokytojų Profesinio Perdegimo Prevencija Ir Redukavimas: Ugdomojo Projekto Rezultatai

Stočkus

2021

Tiltai

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“…Some of the main contributors to burnout include time pressures, threats to a teacher’s identity, feeling powerless and a general feeling of not doing an important and meaningful job. Burnout in the education system has associated costs, including higher health care expenditures, greater absences, greater disengagement and lower teacher retention (Carmona et al , 2006; Froeschle and Crews, 2010; Skaalvik and Skaalvik, 2007, 2009).…”

Section: Overview Of Research On Flourishing In Schools and Importance Of Mentorshipmentioning

confidence: 99%

Mentorship for flourishing in schools: an explicit shift toward appreciative action

Cherkowski

Walker

2019

IJMCE

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Purpose Building on findings from research designed to bring to description teachers’ own understandings of what it means to flourish in their work, the purpose of this paper is to show how principals and teacher–leaders in schools are agents capable of building developmental relationships and mentoring cultures that can orient and support teachers toward well-being. Design/methodology/approach This conceptual paper is anchored with findings from a multi-year qualitative research project that was designed using perspectives from positive organizational studies and positive psychology scholarship. The research methods encompassed collaborative and generative use of appreciative inquiry and strength-based research activities in school districts in both British Columbia and Saskatchewan, Canada. Data used to build this conceptual paper are from appreciative focus group conversations with teachers and principals over the course of two years. Conversations were recorded and transcribed. Transcripts were thematically analyzed using the research literature framing the study. Findings This paper offers four domains of inquiry and a model for flourishing schools that encourages principals and teacher–leaders to develop habits of mind and heart to build developmental relationships in ways that help both mentors and mentees to embody and enact positive, appreciative and generative ways of noticing, nurturing and sustaining the work of teaching and learning; all with aspiration to sustain and enhance the well-being of every member of the school community. Practical implications This paper offers conceptual models and storied descriptions that can aid mentors in noticing and nurturing more developmental relationship approaches to mentoring for well-being as opportunities to build mentoring relationships from appreciative and growth-based habits and approaches. As these relationships are built across the school, positive mentoring cultures may foster and grow in ways that promotes a flourishing-for-all approach to teaching and learning. Originality/value This paper contributes a different and complimentary perspective to research and practice on mentoring, offering a positive organizational perspective that highlights and promotes the perceived and evidenced benefits of deliberately focusing on what goes well and what provokes vitality in schools. The conceptual models in this paper offer tools for mentors and mentees to develop and foster in others appreciative and positive capacities for positive mentoring.

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“…According to the findings of a study conducted by Froeschle and Crews (2010), it is suggested that there is a relationship between teachers' level of stress, lack of autonomy and the academic success of students. When the level of pressure on the teacher increases, teacher's level of stress also shows an increase; and when the opportunities of cooperation within the school environment decrease, the student's level of academic success also decreases in environments where the autonomy of teacher is limited.…”

Section: Teacher Autonomymentioning

confidence: 99%

Türkiye Ve Azerbaycan Eğitim Sistemlerinde Öğretmen Özerkliğine İlişkin Okul Yöneticileri Ve Öğretmen Görüşleri

Uğurlu¹,

Qahramanova²

2016

Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi

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The main objective of this study is to shed light on the administrators' and teachers' perceptions of teacher autonomy in Azerbaijani and Turkish educational system. In the study, the meaning of teacher autonomy, areas where teachers are able to act in an autonomous manner and the obstacles related to teacher autonomy were comparatively studied. Qualitative research model was used in this study. Data was collected by means of the interviews conducted between 2014 -2015 academic years in Baku, Azerbaijan and Sinop, Turkey. The sampling of the research was selected by means of easy access case sampling method. A total of 40 participants including 15 class teachers and 5 administrators from the state schools in Baku Azerbaijan and 15 class teachers and 5 administrators from Sinop, Turkey state schools provided support for the research. According to the findings analysed by the descriptive and content analysis, teachers and administrators in Azerbaijan and Turkey have defined the concept of teacher autonomy in terms of the teachers' duties and responsibilities during the in-class educational activities and the factors related to in-class educational activities are in low levels. Key Words: Teacher autonomy, school administrator, curriculum, decision, Turkey, Azarbaıjan. TÜRKİYE VE AZERBAYCAN EĞİTİM SİSTEMLERİNDE

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Examining Teacher Perspectives of Creative Relaxation

Cited by 6 publications

References 12 publications

Kūno Kultūros Mokytojų Profesinio Perdegimo Prevencija Ir Redukavimas: Ugdomojo Projekto Rezultatai

Kūno Kultūros Mokytojų Profesinio Perdegimo Prevencija Ir Redukavimas: Ugdomojo Projekto Rezultatai

Mentorship for flourishing in schools: an explicit shift toward appreciative action

Türkiye Ve Azerbaycan Eğitim Sistemlerinde Öğretmen Özerkliğine İlişkin Okul Yöneticileri Ve Öğretmen Görüşleri

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