자료유형  

 학위논문

Control Number  

0016931523

International Standard Book Number  

9798379923754

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

VonGrey, Geri V.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Minnesota., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(277 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 85-01, Section: B.

General Note  

Advisor: Vagle, Mark.

Dissertation Note  

Thesis (Ph.D.)--University of Minnesota, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약Research indicates that 40% to 50% of new teachers leave the educational field within their first five years of service (Alliance for Excellent Education, 2014; Education Minnesota, 2021a, 2021b; Liuzzi, 2021). Teachers are experiencing exhaustion, compassion fatigue, and often symptoms of burnout (Shen et al., 2015). These risk factors can manifest themselves in a wide variety of ways, including; a diminished sense of hope, decreased compassion and empathy, adverse changes in work performance, feelings of bitterness towards their job, and a loss of emotional regulation ( Gozali-Lee & Connell, 2019; Hagaman & Casey, 2018; Kyriacou, 2010; Sparks & Malkus, 2011; Domitrovich et al., 2016).The research urges us to pay attention. Many teachers are exhausted and are living on the edge of these realities, and as a result, are simply not thriving. The deteriorating mental and physical health of teachers negatively impacts teachers, but it also erodes the assets that those teachers bring into their classrooms, including; their emotional availability, empathy, hope, presence, self-efficacy, and resilience, all of which contribute to their asset-based strengths (Levine, 2013; Maslach & Leiter, 2005, 2007, 2016; McCarthy et al., 2010; Pines, 1993; Platsidou & Agaliotis, 2017; Shen et al., 2015).Palmer (2007) states, "we must enter, not evade, the tangles of teaching so we can understand them better and negotiate them with more grace, not only to guard our spirits but also to serve our students well" (p. 2). This research project uses a post-intentional phenomenology (PIP) methodology to investigate how the phenomenon of Educator Emotional Efficacy (E³) is produced and provoked in the lived experiences of teachers. E³ is rooted in the belief that an educator can develop the abilities and skill sets needed to constructively respond to the full range of emotions they experience, both positive and challenging emotions, and have the necessary skills to react to these emotions in a way that is aligned with their values and beliefs. Ideally, the development of E³ can work to minimize the negative consequences that can lead to burnout. Therefore, this study explores how teachers' development and awareness of E³ might positively impact teacher identity and their holistic health. More specifically, the phenomenon of educator emotional efficacy (E³) is shaped by the constructs of empathy, mindfulness, hope, and self-compassion and how they might serve to diminish the three manifestations of teacher burnout, which include emotional exhaustion, depersonalization, and lack of self-efficacy (Maslach & Leiter, 2005, 2007, 2016).

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Mental health.

Subject Added Entry-Topical Term  

Educational philosophy.

Index Term-Uncontrolled  

Attrition

Index Term-Uncontrolled  

Emotion

Index Term-Uncontrolled  

Phenomenology

Index Term-Uncontrolled  

Social emotional learning

Index Term-Uncontrolled  

Teacher health

Added Entry-Corporate Name  

University of Minnesota Education Curriculum and Instruction

Host Item Entry  

Dissertations Abstracts International. 85-01B.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:642273