Title page for ETD etd-04132011-195257


Type of Document Master's Thesis
Author Romero, Ashley Diane
Author's Email Address aromer5@tigers.lsu.edu
URN etd-04132011-195257
Title Investigating Early Childhood Teachers’ Stress and Social Supports: A Multi-Methods Approach
Degree Master of Science (M.S.)
Department Human Ecology
Advisory Committee
Advisor Name Title
Baumgartner, Jennifer Committee Chair
Casbergue, Renee Committee Member
Marks, Loren Committee Member
Keywords
  • teacher
  • job stress
  • social supports
  • ecological maps
  • role strain
Date of Defense 2011-04-05
Availability unrestricted
Abstract
Previous research has indicated that teaching is a high stress profession and that social supports may help to mediate teacher job stress. Ecological maps have been used in both research and other fields in order to study individuals’ social networks. Using a sample of ten Pre-K teachers, this study aims to answers two questions of inquiry: 1) Is the amount of reported social supports for Pre-K teachers negatively associated with reported stress?, and 2) What information does the eco-map interview give us about teacher’s social supports and stress? A multi-methods approach of both qualitative and quantitative techniques was used in order to study the research questions. There were null findings for research question one. For research question two, the eco-maps gave more information about the kinds of supports that were more and least common for teachers to report. Also, four qualitative themes emerged from the interviews: 1) multiple roles, multiple responsibilities, 2) profession of circumstance, 3) other educators as supports, and 4) students’ progress as a means of enthusiasm through stressors. This research has implications for future research of the relationship between stress and social supports for teachers of young children as well as for implications for practice.
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