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Designing and documenting a program to support teachers' stress management and sense of efficacy within the classroom

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TitleInfo
Title
Designing and documenting a program to support teachers' stress management and sense of efficacy within the classroom
Name (type = personal)
NamePart (type = family)
Sroczynski
NamePart (type = given)
Helena Eve
NamePart (type = date)
1980-
DisplayForm
Helena Sroczynski
Role
RoleTerm (authority = RULIB)
author
Name (type = personal)
NamePart (type = family)
Cherniss
NamePart (type = given)
Cary
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Cary Cherniss
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
chair
Name (type = personal)
NamePart (type = family)
Gregory
NamePart (type = given)
Anne
DisplayForm
Anne Gregory
Affiliation
Advisory Committee
Role
RoleTerm (authority = RULIB)
internal member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
Name (type = corporate)
NamePart
Graduate School of Applied and Professional Psychology
Role
RoleTerm (authority = RULIB)
school
TypeOfResource
Text
Genre (authority = marcgt)
theses
OriginInfo
DateCreated (qualifier = exact)
2013
DateOther (qualifier = exact); (type = degree)
2013-01
Place
PlaceTerm (type = code)
xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
The purpose of this dissertation was to design and document a program to support teacher stress management and development of efficacy within the classroom for full-time, K-8th grade teachers. The process followed Maher’s (1999) model to ensure the relevancy, practicality and defensibility of the program. Relevant research revealed that teacher stress comes from multiple sources and has a proven effect on teachers’ health, classroom effectiveness, and student outcomes. The bidirectional relationships between stressful environments, negative feelings, and behavioral responses to stress contribute to the overall cycle of stress and the inability to cope with future events. The current social context does not recognize the importance of teacher stress management, which only contributes to teacher stress. However, effective stress management programs support teacher well-being and effectiveness and positive student outcomes. Twenty-three elementary and middle school teachers from two schools located in a suburban district in New Jersey completed the needs assessment to help clarify the needs of the target population, support the research, and guide the program’s purpose and goals. These teachers were more stressed and had lower levels of perceived efficacy than typical teachers, experienced stress from multiple sources, and perceived negative effects of stress on their teaching. A statistically significant negative relationship was found between stress and sense of efficacy among the respondents. Information was then gathered about evidence-based stress management and efficacy-building programs and techniques. This review revealed that techniques to promote mindfulness, positive psychology concepts, self-care activities, and the problem-solving process support stress management and development of efficacy. Successful programming should also include teacher input, administrative support, structured communication, and ongoing monitoring and support. Following completion of the needs assessment and the review of current programs, a 16-session program was designed using the results. Phone interviews were conducted to assess if the context could support the program as designed. The context assessment revealed that most of the elements of the program were supported, with the main concern being that teachers are already overwhelmed. The final program was documented and an evaluation plan was developed to support future decisions about the program’s effectiveness and generalizability.
Subject (authority = RUETD)
Topic
School Psychology
RelatedItem (type = host)
TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_4388
PhysicalDescription
Form (authority = gmd)
electronic resource
InternetMediaType
application/pdf
InternetMediaType
text/xml
Extent
viii, 191 p. : ill.
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Helena Eve Sroczynski
Subject (authority = ETD-LCSH)
Topic
Elementary school teachers--Mental health
Subject (authority = ETD-LCSH)
Topic
School psychology
Subject (authority = ETD-LCSH)
Topic
Stress management
Subject (authority = ETD-LCSH)
Topic
Elementary school teachers--Job stress
Identifier (type = hdl)
http://hdl.rutgers.edu/1782.1/rucore10001800001.ETD.000067521
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Identifier (type = local)
rucore10001800001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T3N58K4K
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

RightsDeclaration (ID = rulibRdec0006)
The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Sroczynski
GivenName
Helena
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2012-11-07 08:36:45
AssociatedEntity
Name
Helena Sroczynski
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Applied and Professional Psychology
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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RULTechMD (ID = TECHNICAL1)
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ETD
OperatingSystem (VERSION = 5.1)
windows xp
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