Occupational Stress Reported By Teachers Of Learning Disabled And Nonlearning Disabled Handicapped Students

Fimian, Michael J.; Pierson, Dorothy; McHardy, Roberta J.

doi:10.1177/002221948601900304

Cited by 12 publications

(4 citation statements)

References 6 publications

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“…Regarding teachers in school for handicapped children, previous studies suggested that such teachers had higher stress due to physical work load 14) , sustain 14) , inadequate social support 9) , inadequate salary 15,16) , teaching poorly motivated students 15,16) , excessive paperwork 16) and so on. Previous studies suggested that job stressors among general teachers were high quantitative work load 7) , lack of support from supervisors 8) , and so on.…”

Section: Discussionmentioning

confidence: 99%

“…Because most teachers in schools for handicapped children were not only teaching and but also engaged in nursing activity we assumed that job stress among teachers engaged in nursing activity may be greater than that in the general population, as well as that in teachers not engaged in nursing activity. However, there has not been any study regarding job stress in this occupation, and few studies regarding job stressors among teachers for handicapped children [14][15][16] . This study evaluated job stressors and job stress among teachers engaged in nursing activity.…”

Section: Introductionmentioning

confidence: 99%

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Job Stressors and Job Stress among Teachers Engaged in Nursing Activity

Muto

Seo

et al. 2007

Ind Health

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Teachers and staff members engaged in nursing activity experience more stress than other workers. However, it is unknown whether teachers engaged in nursing activity in schools for handicapped children experience even greater stress. This study evaluated job stressors and job stress among such teachers using a cross-sectional study design. The subjects were all 1,461 teachers from all 19 prefectural schools for handicapped children in Shizuoka Prefecture, Japan. We used a brief job stress questionnaire for the survey and 831 teachers completed the questionnaire. Job stressors among teachers engaged in nursing activity were compared with those among teachers not engaged in nursing activity. Job stress among such teachers was estimated by the score for total health risk, and was compared with the score in the Japanese general population. Male and female teachers engaged in nursing activity had a significantly higher level of job stressors for physical work load and job control compared with those not engaged in nursing activity. The scores for total health risk among male and female teachers engaged in nursing activity were 102 points and 98 points, respectively. These scores were not markedly above 100 points which is the mean score in the Japanese general population.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Job Stressors and Job Stress among Teachers Engaged in Nursing Activity

Muto

Seo

et al. 2007

Ind Health

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“…Once c onsidered a routine job, today teaching has become increasingly complex and stressful, with accountability, fast changing roles, and increasingly diverse responsibilities (Fimian et al, 1986). Stude nts' educational experiences are infl uenced by teaching practice, which in turn is aff ected by teachers' beliefs (Gutierrez, 1994;Brantlinger, 1996;Stanovich & Jordan, 1998).…”

Section: Introductionmentioning

confidence: 99%

Stereotypes about Adults with Learning Disabilities: Are Professionals a Cut Above the Rest?

Jamal

2019

DCID

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Purpose: The study examined the differing perceptions of professionals and the public (non-professionals) regarding life success for adults with learning disability (LD).Method: The sample (N = 342) consisted of 175 professionals (P) and 167 non-professionals (NP), with a mean age of 30.02 years and S.D. = 12.42 years. Their perceptions about life success of an individual with learning disability were studied with the help of four vignettes that provided hypothetical information about the age, class, and hobbies of a college student. The four vignettes were identical in describing the student and only differed in terms of gender (M and F), and presence and absence of learning disability (LD and NLD).Results: No significant difference was found between attitudes held by professionals and non-professionals. Both the groups showed significantly greater negative attitudes about perceived life success for adults with learning disability than for those without learning disability. The results have been discussed with the help of social psychological theories in the areas of attitude, bias, and stigmatization.Conclusion and Implications: It is clear that a negative bias exists toward individuals with learning disability in the urban Indian milieu. The fact that not only the public but also professionals were biased against individuals with learning disability regarding their life success implies that negative stereotypes are deeply embedded. This research may provide the impetus to address issues like prevalence of stigma against learning disability in society, its effective attenuation as well as equality and inclusion for individuals with learning disability.

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“…Some research suggests that principals may be in the best position to influence school working conditions. Much of this existing literature is qualitative, focusing on case studies, observational analyses, and descriptive survey results (Dworkin, Haney, Dworkin, & Telschow, 1990;Fimian, Pierson, & McHardy, 1986;Griffith, 2004;Hipp, 1997;National Center for Education Statistics, 1997;Richardson, Cassanova, Placier, & Guilfoyle, 1989;Shann, 1998;Whaley, 1994). Some researchers have used quantitative methods including multivariate regression, multilevel modeling, and path analyses to study the relationship, but these are fewer in number (Anderman, Belzer, & Smith, 1991;Bogler, 2001;Cerit, 2009;Duyar, Gumus, & Bellibas, 2013;Dworkin, 1985;Fimian & Blanton, 1986;Singh & Billingsley, 1998).…”

mentioning

confidence: 99%

How Much Do School Principals Matter When It Comes to Teacher Working Conditions?

Burkhauser

2016

Educational Evaluation and Policy Analysis

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Teacher turnover is a challenge for U.S. public schools. Research suggests that teachers’ perceptions of their school working conditions influence their leaving decisions. Related research suggests that principals may be in the best position to influence school working conditions. Using 4 years of panel data constructed from the North Carolina Teacher Working Condition Survey, this study uses value-added modeling approaches to explore the relationship between teachers’ perceptions of four measures of their working conditions and their principal. It finds that teacher ratings of the school environment depend on which principal is leading the school, independent of other school and district contextual factors, suggesting districts struggling with teacher turnover should assess climate and use that information to advise and support principals.

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Occupational Stress Reported By Teachers Of Learning Disabled And Nonlearning Disabled Handicapped Students

Cited by 12 publications

References 6 publications

Job Stressors and Job Stress among Teachers Engaged in Nursing Activity

Job Stressors and Job Stress among Teachers Engaged in Nursing Activity

Stereotypes about Adults with Learning Disabilities: Are Professionals a Cut Above the Rest?

How Much Do School Principals Matter When It Comes to Teacher Working Conditions?

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