Analysis

Analysis

Description of Data

Stressors: School

TimeTestingParentsBehaviorGradingLesson PlansProfessional Development

Stressors: Personal Buying House Death Child Care Illness Trauma

Things that are important

Include number of interviews

Faith/GodFamilyCareer/TeachingStudentsChildrenMarriageRelationshipsFriendsMoney (1 interview)

Sources of Support

Coping Mechanisms-Ako

Themes and Concepts

Teaching is an all encompassing profession Teaching is life Spillover from work into personal realm

▪ Time and emotional energy

Relational Themes

More common for professional to spillover into personal

Married teachers tend to handle stress more efficiently than single teachers

Younger teachers tend to be more stressed by the professional demands of teaching

Second career teachers seemed to feel less stressed

The Process…

Brainstorming: Themes, concepts, general impressions

Lists—Descriptive Themes—Relational Themes

Made Lists of common conceptsDiscussed Descriptive ThemesDiscussed Relational ThemesTalked about general questions (so

what?)Divide and conquer responsibilities

So What???

Contemplating teaching as a career.Why did they become teachers and

how did that impact their stress level?

Things that are “important” are they consistent throughout the interview?

February 24th, 2009

Reviewing Research Related to Key Concepts•Balance & Spillover: Mary Julia & Susan•Stress: Bethany•Coping Strategies: Ako

Teachers often report difficulty in balancing their personal and professional lives (Burden 1982; Gu & Day, 2007)

Struggles in their personal lives often influenced their professional lives & vice versa

Differences in how this balance plays out over the course of their careers Often more difficult in the

beginning

Family Systems Theory (Cox & Payley, 1997)“When experiences in the home or at

work are brought by one individual into the other domain, affecting that individual’s performance of roles and experiences within the second domain” (Stevens, Kiger, & Riley 2006, pp. 426-427).

Can be positive or negativeMore likely under conditions of stress &

burnout (Appel & Kim-Appel, 2008)

Spillover: the greater the demand from work, the less likely an individual is to feel balanced (due in part to long demanding hours) Especially when they miss personal

events such as a spouse’s birthday party or a child’s sporting or school event.

(Keene & Quadagno, 2004)

School Pressures National Standards Psychological

Burdens Having to teach

Required Material Lesson plans,

grading, etc. often taken home(Gu & Day, 2007)

Family Pressures Spouse Children Financial Difficulties

Supportive Leadership/Administration

Promotion Desire to Teach Positive

experiences with Students

(Gu & Day, 2007)

Family Support Loving Spouse

FOR WOMEN

Satisfaction with Work Job Flexibility Related Significantly

to perceptions of Spillover

FOR MEN

Job Characteristics were less relevant to their perceptions of Spillover

* For both men and women, their perception of the amount of work-family spillover of their partner was associated significantly with their own perceptions of family cohesion.

(Stevens, Kiger, & Riley, 2006)

Literature suggests that mothers participating in the workforce often struggle with feelings of guilt because of inherent historically rooted values in the broader society.

“A good mother is a construct socially embedded within Western society and the image is typically further portrayed in the media with news media focusing on the negative effects of child care” (Guendouzi, 2006).

Whereas Western society views employment as a necessary condition for Fathers – in order to be a good father one must be an active participant in the workforce.

A study conducted by Novak and Thommason suggests that: accessibility (the well being of the child

depends on how accessible the mother is) happiness (happiness of the mother will affect

happiness of the child) separate spheres (mothers must be happy and

fulfilled to benefit their children) are the most dominate positions that arise when

women discuss motherhood (as cited in Guendouzi, 2006).

Literature suggests that, “when work is seen as interfering with the time and energy needed at home, working parents, especially working mothers, become dissatisfied with their jobs” (Grandey et al., 2005).

According to research, most employees expectations are based on a male model that presumes a nonworking spouse to manage a worker’s personal needs and children.

While both women and men must make personal adjustments to maintain their family responsibilities, research indicates that women spent more time conducting household chores and spend more time caring for children (Keene & Quadagno, 2004).

Some studies indicate that multiple role commitments lead to negative consequences such as mental and physical exhaustion

STRESS!!!Keene, J.R., & Quadrangno, J. (2004).

Some studies suggest more positive benefits

increased economic resources, improved self-esteem, enhanced social integration

Consequences of Spillover

Stress: “an unpleasant emotional state” (Rieg, Paquette, & Chen, 2007) Other definitions discuss the physical, emotional, and

mental responses to demands in our daily life (Brown & Nagel, 2007).

When one views a set of demands as outweighing the resources available for dealing with the demands then stress is created (O’Donnell, Lambert, & McCarthy, 2008).

Teacher Stress: “a response syndrome of negative effects resulting from

the teachers’ job” (Reig, et al 2007). When teachers view the demands of their job as

outweighing their resources they report feelings of stress (O’Donnell et al. 2008).

Literature Review: STRESS

Stressors (elements that trigger feelings of Stress) include:▪ School climate: working relationships,

material resources, students’ behavior, and parent/community involvement

▪ Parent conflict, poor relationships with supervisors, student behavior, and self-efficacy

▪ Pre-service teachers were more concerned with meeting the needs of ALL students, working with nontraditional family units, and utilizing their instructional time effectively.

▪ Beginning teachers were stressed about the competitive pressure placed on them to be better than other districts, schools, or teachers

(Reig, Paquette, and Chen 2007) (Grayson & Alvarez, 2007)

CARD (Classroom Demands and Classroom Resources); measure the factors that lead to teachers’ stress and/or burnout

Teachers’ perceptions of their demands and resources directly impact their level of stress. If their demands out- weighed their resources they showed higher levels of stress.

Poverty status: Teachers in low socio-economic communities reported higher levels of stress than teachers in high socio-economic communities.

Fall versus Spring: Teachers reported higher levels of stress during the spring term. The speculation was that there were more pressures regarding tests, accountability, and discipline later in the year.

(O’Donnell, Lambert, & McCarthy, 2008)

Literature Review: Burnout

Men and Women who are married with children reported lower levels of burnout These individuals interacting with family

members have gained the skills to work through stressful problems that tend to cause stress.

These individuals use their family as a support system through stressful times.

(Greenglass & Burke, 1988)

Grayson and Alvarez (2007) studied the elements of stress and what causes teachers to burnout. Nagel and Brown (2008) state that when teachers view stressors as unmanageable or overwhelming burnout occurs.

Three Levels of Burnout; from the MBI; Maslach Burnout Inventory (Greenglass Burk, 1988)

Literature Review: Burnout & Gender

1. Emotional Exhaustion: “feeling emotionally overextended and drained by others” • More often reported by women across professions• Societal expectations impact the role of teacher and mother leading to greater amounts of Emotional Exhaustion.

2. Depersonalization: a disconnection from or aversion towards the people you are serving (i.e., students)• More often reported by men across professions (Grayson, Alvarez 2007 & Greenglass, Burk 1988)

3. Personal Accomplishment: lack of self-confidence and/or self-efficacy in one’s job

Respond to the symptoms Learn to delegate Develop a sense of humor Have a life outside school Be prepared for adversity Know your limitations Know when it’s time to quite Differentiate b/n success and obedience

Malikow, M. (2007); Nagy, M.L. (2006).

Coping Strategies

Appel, J., & Kim-Appel, D. (2008). Family systems at work: The relationship between family coping and employee burnout. The Family Journal: Counseling and Therapy for Couples and Families, 16, 231-293.

Brown, Sheri, & Nagel, Liza. (2004) “ Preparing Future Teachers to Respond to Stress: Sources and Solutions,” Action in Teacher Education Vol 26(1), 34-42.

Burden, P. R. (1982, February). Personal and professional conflict: Stress for teachers. Paper presented at the Annual Meeting of the Association of Teacher Educators, Phoenix, AZ.

Grandey, A, A., Cordeiro, B. L. & Crouter, A. C. (2005). A longitudinal and multi-source test of the work-family conflict and job satisfaction relationship. Journal of Occupational and Organizational Psychology, 78, 305-323.

Grayson, Jessica and Alvarez, Heather. (2008) “School climate factors relating to teacher burnout: A mediator model,” Teaching and Teacher Education. Athens, OH; Vol 24.

Greenglass, E.R., & Burke, R.J. (1988). “Work and family Precursors of Burnout in Teachers: Sex Differences,” Sex Roles Vol. 18(3/4), 215-229.

References

Gu, Q., & Day, C. (2007). Teachers’ resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302-1316.

Guendouzi, J. (2006). “The guilt thing”: Balancing domestic and professional roles. Journal of Marriage and Family Life, 68, 901-909.

Keene, J.R., & Quadrangno, J. (2004). Predictors of perceived work-family balance:Gender difference or gender similarity? Sociological Perspectives, 47, 1-23.

Malikow, M. (2007). Staying motivated and avoiding burnout. Kappa Delta Pi Record, 3, 117-127.

Nagy, M.L. (2006). Changes for avoiding burnout in teachers and advisors. The Education Digest, 72, 14-18.

Stevens, D. P., Kiger, G., & Riley, P. J. (2006). His, hers, or ours? Work-to-family spillover, crossover, and family cohesion. The Social Science Journal, 43, 425-436.

Tye, B. B., & O’Brien, L. (2002). Why are experienced teachers leaving the profession? [Electronic version]. Phi Delta Kappan, 84, 24-32.

Rieg, Sue A., Paquette, Kelli R., and Chen Yijie. (2007) “Coping with Stress: An Investigation of Novice Teachers’ Stressors in the Elementary Classroom,” Education, 128(2), 211-226.

O’Donnell, Megan, Lambert, Richard, and McCarthy, Christopher. (2008)“School Poverty Status, Time of Year, and Elementary Teachers’ Perception of Stress.” Journal of Educational Research. Vol. 102(2).

References

Ako Barnes, Bethany McKee-Alexander, Mary Julia Moore

& Susan Vanderburg

How do teachers experience the phenomenon of balance between work and home?

How do teachers perceive that balance?

KEY TERMS:

Spillover Stress Support Coping

OTHER RELEVANT TERMS:

Personal vs Professional factors

Limitations Mother’s

experience/guilt Male detachment Resilience Reciprocal (work—

home)

*We will continue to develop the conceptual framework as the study evolves

Spillover: a term used to describe the overflow of experiences from one system into another system or subsystem (Cox & Paley, 1997)

Stress: physical, emotional, and mental reactions to certain environmental stimuli (Brown & Nagel, 2004)

Support: giving moral or psychological aid or encouragement to others (google.com)

Cope: to face and deal with responsibilities, problems, or difficulties, esp. successfully or in a calm or adequate manner (dictionary. com)

Structured Interviews 6-8 Elementary teachers 8-10 Secondary teachers

Study sites (Names of schools will be given pseudonyms to maintain anonymity) Teachers from Morehead Elementary,

Pilot Elementary, Gravelly Hill Middle School, Smith High School

2 different Elementary Schools 1 Middle School 1 High School

Morehead Elementary

Pilot Elementary

Gravelly Hill Middle

Smith High

* 480 students* Student

Demographics:42% Black, 36% White,

11% Hispanic, 7% Multiracial,

4%Asian* Teacher

Demographics:60% White, 40% Black* Expressive Arts Magnet

•894 students•58 teachers

•436 students•37 teachers

•1222 student• 101 teachers

Collection Hour interviews Tape record—transcription Teacher Working Condition Survey

Research Participants 4 white females Primary

2 white males 2 black females Primary

8 secondary

Benefits Sharing

experience can validate

Therapeutic

Risk Increase Stress Fear of judgment Confidentiality How will their story

be used

Procedure for access•Requesting access from relevant school personnel•Explain the possible benefits/risks of participating

in study •Obtain consent via consent forms

Bethany: a former music teacher and

now a full-time doctoral student

working on a full-time administrative

internship. Balancing my professional and

person roles, I certainly understand

the issues of spillover, stress, and the

importance of healthy coping strategies.

Susan: an assistant principal, a relatively new divorced mother of two college age students, a foster mom to a 7 year old, a doctoral student and squeezing in a part time job to make ends meet. It is a constant balancing act on a merry

go round that sometimes does not seem to slow down and makes me wonder how I can get everything accomplished when there are

only so many hours in a day.

Ako:

Mary Julia: the daughter and daughter-in-law of teachers. I teach undergraduates at UNCG and I see a clear

distinction between teaching at the university level and teaching in a primary or secondary school. It is not that one is better than the other. They are just different. I have book-knowledge of what it means to be a teacher, I do not have first-hand knowledge of what it is like to really be a teacher.

“…one’s subjectivity is like a garment that

cannot be removed.” (Peshkin, 1988)

TranscriptionsRecorded InterviewsFeedback from participants on

interview transcriptions and analysisDocument of participants provided

explanation of research

Tell me about yourself. How does personal and professional life

overlap/intertwine? Tell me about your experience as a teacher? Is this a typical school year? If not, how is it

different? What are the most rewarding aspects of your job? What are the most demanding aspects of your job? How do you spend the majority of your day? How

does that make you feel? What are the current stressors in your life? What does stress mean to you? How do you cope with stress? What strategies do you use to reduce stress?

Casey, Kathleen. (1993) I answer with my Life: Life Histories of women teachers working for social change. New York: Routledge.

Cox, M. J., & Paley, B. (1997). Families as systems. Annual Review of Psychology, 48, 243-267.

Maxwell, J. A. (1998). Designing a qualitative study. From Handbook of Applied Social Research Methods (pp.69-98). Thousand Oaks: Sage.

Peshkin, A. (1988). In search of subjectivity- - one own. Educational Researcher. 17,17-21.

Stevens, D. P., Kiger, G., & Riley, P. J. (2006). His, hers, or ours? Work-to-family spillover, crossover, and family cohesion. The Social Science Journal, 43, 425-436.

Ako Barnes, Bethany McKee-Alexander, Mary Julia Moore & Susan Vanderburg

Higher Standards + Initiatives like “No Child Left Behind” + Plus other Responsibilities = Teacher Stress & Burnout

Burnout: Absenteeism, Irritability with Students, Feelings of Discouragement and Apathy (Nagy, 2006)

• Healthy, Satisfied Teachers = Happy, Successful Children

• Need to Support Teachers

• High amounts of teacher turnover (O’Donell, Lambert, & McCarthy, 2008; Tye & O’Brien, 2002)

• Need to facilitate teacher mental health and well-being

Feel obligated to help our teachers manage stress and find work-life balance

Desire to see increased teacher retention in our schools

Teachers entering profession with high expectations and then experience reality

Demands of everyday school life (accountability, paperwork, student behavior problems, lack of parental support) lead to stress, guilt, and feelings of burnout

Work and Home Spillover

What we know (Burden, 1982; Gu & Day, 2007):

How do environmental conditions impact educators’ feelings of empowerment?

Is there a spillover between home environment and work, especially in regards to stress?

Is there a link between school environment and stress/burnout?

What we do not know:

How do teachers balance home and school responsibilities? What are the current stresses in

teachers’ lives? How do teachers cope with stress? What

strategies do teachers use to relieve/reduce stress?

▪ Gender/ethnicity differences?▪ Beginner teachers vs. Veteran teachers?▪ Primary vs. Secondary teachers?▪ Are there differences depending on the

family make-up?

Burden, P. R. (1982, February). Personal and professional conflict: Stress for teachers. Paper presented at the Annual Meeting of the Association of Teacher Educators, Phoenix, AZ.

Grandey, A, A., Cordeiro, B. L. &Crouter, A. C. (2005). A longitudinal and multi-source test of thework-family conflict and job satisfaction relationship. Journal of Occupational and OrganizationalPsychology, 78, 305-323.

Grayson, J., & Alvarez, H. (2008). School climate factors relating to teacher burnout: A Mediator model. Teaching and Teacher Education, 24, 1349-1363.

Gu, Q., & Day, C. (2007). Teachers’ resilience: A necessary condition for effectiveness. Teaching and Teacher Education, 23, 1302-1316.

Guendouzi, J. (2006). “The guilt thing”: Balancing domestic and professional roles. Journal of Marriage and Family Life, 68, 901-909.

Keene, J.R., & Quadrangno, J. (2004). Predictors of Perceived Work-Family Balance:Gender Difference or Gender Similarity? Socialogical Perspectatives, 47(1), 1-23.

Malikow, M. (2007). Staying motivated and avoiding burnout. Kappa Delta Pi Record, 3, 117-127.

Nagy, M.L. (2006). Changes for avoiding burnout in teachers and advisors. The Education Digest, 72, 14-18.

O’Donnell, M., Lambert, R. & McCarthy, C. (2008). School poverty status time of year and Elementary teachers’ perception of stress. Journal of Educational Research, 102, 152-159.

Tye, B. B. & O’Brien, L. (2002). Why are Experienced Teachers Leaving the Profession? [Electronic version]. Phi Delta Kappan, 84, 24-32.

Ako Barnes, Bethany McKee-Alexander, Mary Julia Moore

& Susan Vanderburg