Term
Spring 2021
Capstone
Thesis
Degree Name
MAT
Primary Advisor/Dissertation Chair
Linnette Werner
Abstract
Stress and burnout pervade among public school teachers and are heightened in urban schools, where job demands are often high and resources low. Teacher stress and burnout, leading to turnover, is known to be especially high for early career teachers. Many studies have been done that isolate possible contributing factors such as: supervisory support, the classroom emotional climate, student behavior, pupil teacher ratio, access to resources, teacher temporal intelligence, district budgets, job demands and effective classroom practices. Oftentimes, there are multiple contributing factors over periods of time leading to teachers experiencing burnout and consequently leaving the field. In this study, teachers who have worked at an urban arts school were interviewed regarding their experiences in order to learn how to prevent stress and burnout by looking at contributing factors and strategies to combat them. These interviews were analyzed for themes related to prevention of stress and burnout in the urban arts secondary school context.
Research Methodology
Grounded Theory
Keywords
Art Education, Stress and Burnout
Recommended Citation
Noble, Kara, "Preventing Teacher Stress and Burnout in an Urban Arts Secondary School Context" (2021). School of Education and Leadership Student Capstone Theses and Dissertations. 4523.
https://digitalcommons.hamline.edu/hse_all/4523
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Theses and Dissertations