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- Creators: Arizona State University
- Creators: Stolzenberg, Stacia
Description
ABSTRACT Stress and burnout in the educational field primarily in teaching is not a new phenomenon. A great deal of research and analysis to the contributing factors of causation to teacher burnout has been executed and analyzed. The struggle of the artist/teacher, hybrid professionals that maintain two concurrent roles, offers a perspective to burn out that has gone unnoticed. The conflict of roles for the artist/teacher does not infer that the teacher role is incapable of reconciling with the artist role but because of this unique scenario the stories of art teachers and burnout often go unheard. Today's public educator is contending with established stress factors as well as emerging and evolving stress factors. How does this phenomenon impact the artist/teacher's ability or inability to be creative? What are the implications of burnout and its impact on artist/teachers personal and professional work? This qualitative study was conducted using Narrative/Autoethnograpy, Narrative/Ethnography and A/r/tography. The stories of four artist/teachers provides in-depth accounts of their experiences as teachers and how that profession has affected their art making process and well being.
ContributorsMack, Paul (Author) / Margolis, Eric (Thesis advisor) / Sandlin, Jennifer (Committee member) / Saldana, Johnny (Committee member) / Arizona State University (Publisher)
Created2012
Description
Child advocacy centers provide a safe, child-friendly environment for the forensic interview and subsequent investigation of child victimization cases. However, very little research has examined the effects of burnout, secondary trauma, and organizational stressors on forensic interviewers. The goal of the present project was addressing the following research questions. Do forensic interviewers experience burnout and secondary trauma associated with their profession? How do organizational stressors mitigate or increase these effects among forensic interviewers? Data was collected by conducting an online survey of forensic interviewers working at child advocacy centers across the United States. Specifically, burnout was measured with the Oldenburg Burnout Inventory, and secondary trauma was measured with the Secondary Traumatic Stress Scale (STSS). The current study utilized bivariate correlations, and OLS regression models to analyze the effects of burnout, secondary trauma, and organizational stressors on forensic interviewers. The results indicate burnout and secondary trauma among interviewers in the sample. Job support, funding constraints, and heavy caseloads all influence the outcome measures. Policy recommendations include continued education, training, and mental health services for forensic interviewers. Future researchers should conduct qualitative interviews and expand on variables within the current dataset such as note taking, peer evaluations, and forensic interviewing protocols in order to gain further insight into this population.
ContributorsStarcher, Destinee (Author) / Stolzenberg, Stacia (Thesis advisor) / Telep, Cody (Committee member) / Young, Jacob (Committee member) / Arizona State University (Publisher)
Created2019
Description
The Zero Tolerance Policy began appearing in secondary schools in the early 1990's. In the late 1980's, crimes committed by juveniles were at an all-time high. Fears that the violence would spill onto campus propelled lawmakers and school officials to take preventative measures. With the creation of the Gun-Free School Zone Act of 1990 and Gun-Free Act of 1994, any individual caught with a weapon on campus would be found in violation of the Act and be punishable by law. In addition to the Acts, School Resource Officers (SROs) became more prominent on campus. SROs were originally on campus to teach drug prevention programs, however SROs began to take on more of a disciplinary role to support the Zero Tolerance Policy. Furthermore, educators began turning towards SROs to handle less serious incidents such as behavioral outbursts. As SROs took a more active role, arrests among students started to rise. Many think this is a direct pathway to our criminal justice system, more commonly known as the school-to-prison pipeline. This pipeline disproportionately affects African Americans. This paper will examine the creation, aims and purpose of the Zero Tolerance Policy as well as what incidents helped create and install the policy. This paper will look at what the Zero Tolerance Policy looks like since it has been enacted. Moreover, there will be a focus on which students are affected the most and if this policy will lead to criminal justice contact in the future. Lastly, alternatives to the Zero Tolerance Policy will be discussed and if the policy can be improved or should it be eliminated.
ContributorsSoto, Tatyana E. (Author) / Sweeten, Gary (Thesis director) / Stolzenberg, Stacia (Committee member) / School of Social Work (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This study investigated work-family conflict and related phenomena reported by female teachers in primary and secondary schools in Kenya. Specifically, it sought to first identify general work and family stressors and profession specific stressors, and how these stressors influenced teachers’ work-family conflict (WFC) and burnout. Second, it investigated whether support from home and work reduced these teachers’ perceived work-family conflict and burnout. Third, it investigated the impact of marital status, number and ages of children, length of teaching experience, and school location (city vs town) on perceived work-family conflict (WFC).
In this study, 375 female teachers from Nairobi and three towns completed a survey questionnaire with both closed- and open-ended questions. Data analysis was conducted through descriptive and inferential statistics, and content analyses of qualitative data. There were five primary findings. (1) Teachers clearly identified and described stressors that led to work-family conflict: inability to get reliable support from domestic workers, a sick child, high expectations of a wife at home, high workloads at school and home, low schedule flexibility, and number of days teachers spend at school beyond normal working hours, etc.
(2) Work-family conflict experienced was cyclical in nature. Stressors influenced WFC, which led to adverse outcomes. These outcomes later acted as secondary stressors. (3) The culture of the school and school’s resources influenced the level of support that teachers received. The level of WFC support that teachers received depended on the goodwill of supervisors and colleagues.
(4) Work-family conflict contributed to emotional exhaustion, cynicism, and professional efficacy. Time and emotional investment in students’ parents was related to emotional exhaustion; time and emotional investment in students’ behavior, the number of years teaching experience, and number of children were related to professional efficacy. Support from teachers’ spouses enabled teachers to cope with cynicism.
(5) While marital status did not influence WFC, school location did; teachers in Nairobi experienced more WFC than those in small towns. The study highlighted the importance of culture in studies of work-family conflict, as some of the stressors and WFC experiences identified seemed unique to the Kenyan context. Finally, theoretical implications, policy recommendations, and further research directions are presented.
In this study, 375 female teachers from Nairobi and three towns completed a survey questionnaire with both closed- and open-ended questions. Data analysis was conducted through descriptive and inferential statistics, and content analyses of qualitative data. There were five primary findings. (1) Teachers clearly identified and described stressors that led to work-family conflict: inability to get reliable support from domestic workers, a sick child, high expectations of a wife at home, high workloads at school and home, low schedule flexibility, and number of days teachers spend at school beyond normal working hours, etc.
(2) Work-family conflict experienced was cyclical in nature. Stressors influenced WFC, which led to adverse outcomes. These outcomes later acted as secondary stressors. (3) The culture of the school and school’s resources influenced the level of support that teachers received. The level of WFC support that teachers received depended on the goodwill of supervisors and colleagues.
(4) Work-family conflict contributed to emotional exhaustion, cynicism, and professional efficacy. Time and emotional investment in students’ parents was related to emotional exhaustion; time and emotional investment in students’ behavior, the number of years teaching experience, and number of children were related to professional efficacy. Support from teachers’ spouses enabled teachers to cope with cynicism.
(5) While marital status did not influence WFC, school location did; teachers in Nairobi experienced more WFC than those in small towns. The study highlighted the importance of culture in studies of work-family conflict, as some of the stressors and WFC experiences identified seemed unique to the Kenyan context. Finally, theoretical implications, policy recommendations, and further research directions are presented.
ContributorsMuasya, Gladys (Author) / Martin, Judith (Thesis advisor) / Mongeau, Paul (Committee member) / Walumbwa, Fred (Committee member) / Arizona State University (Publisher)
Created2015