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Article
Publication date: 6 May 2021

Miki Kuwabara, Koji Oba, Nao Takano, Noritoshi Nagamine, Yoko Maruyama, Nobuhiro Ito, Izumi Watanabe, Chikako Ikeda and Junichi Sakamoto

Occupational stress-relating overwork among teachers predispose to mental disorders and eventually lead to long leave from work. Although some studies have been conducted…

Abstract

Purpose

Occupational stress-relating overwork among teachers predispose to mental disorders and eventually lead to long leave from work. Although some studies have been conducted to assess these problems among elementary and junior high school teachers, a quantitative investigation has been limited to date. In this study, the authors sought to explore the association between overwork and mental stress among Japanese elementary and junior high school teachers.

Design/methodology/approach

An exploratory cross-sectional questionnaire survey was carried out on 294 Japanese elementary and junior high school teachers. The respondents filled a questionnaire on personal data, and occupational stress reaction was evaluated by Japanese version of Brief Job Questionnaire. Multiple linear regression model was used to evaluate the association between overwork information and psychological and physical stress.

Findings

Working during holidays was significantly likely to increase psychological and physical stress reactions among elementary school teachers (adjusted mean difference = −1.67, 95% CI: −2.81 to −0.54) and junior high school teachers (adjusted mean difference = −5.24, 95% CI: −9.60 to −0.87). A weakly positive association was found between high risk of psychological and physical stress and marital status (p = 0.005), teacher in charge of class (p = 0.015) among elementary school teachers.

Originality/value

This study indicated an association between working during holidays and psychological and physical stress reactions among elementary and junior high school teachers after adjusting for sociodemographic and work-related status. Further study for the confirmation of this finding is warranted.

Details

The Journal of Mental Health Training, Education and Practice, vol. 16 no. 3
Type: Research Article
ISSN: 1755-6228

Keywords

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Book part
Publication date: 6 April 2018

Keri Haley, Christopher Urquhart, Nancy Cryder Jones, Jamie Silverman and Jana Hunzicker

This chapter features three personal reflections written by practicing teacher leaders from Florida, Ohio, and Maryland. The first reflection describes a collegial…

Abstract

This chapter features three personal reflections written by practicing teacher leaders from Florida, Ohio, and Maryland. The first reflection describes a collegial partnership between a practicing special education teacher and an undergraduate intern which has been sustained for many years. The second recounts a teacher leader’s serendipitous experience in cultivating new teacher leaders through collegiality, collaboration, and leading by example. The third describes how a college instructor’s participation in Project Teacher Leadership provided new leadership opportunities and inspired educational and professional growth. The chapter concludes with five questions for discussion and reflection.

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Book part
Publication date: 21 November 2015

Lily Orland-Barak and Cheryl J. Craig

Teacher education pedagogies face the complex challenge of attending to standards of professionalism while being sensitive to the local changing needs of professional…

Abstract

Teacher education pedagogies face the complex challenge of attending to standards of professionalism while being sensitive to the local changing needs of professional learning. Encounters between these two aspects of professional work are manifested, for example, through the relations between innovative, “against the grain” pedagogies and standardized criteria and accountability to policy issues and measurement. This chapter characterizes various “contact zones” across participants, contexts and contents, called for by the four categories of pedagogies (working with multimodalities, partnerships and community learning, teacher assessment, and vehicles for dissemination) that comprise this volume of International Teacher Education: Promising Pedagogies (Part C). The four categories of pedagogies join five earlier categories of pedagogies (teacher leadership, diversity, family, social justice, and technology), which are found in International Teacher Education: Promising Pedagogies (Part B). These go in with yet another five categories of pedagogies (teacher selection, reflection, narrative knowing, teacher identity and mediation and mentoring), which are found in International Teacher Education: Promising Pedagogies (Part A).

Details

International Teacher Education: Promising Pedagogies (Part C)
Type: Book
ISBN: 978-1-78441-674-4

Keywords

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Abstract

Details

International Aspects of Organizational Ethics in Educational Systems
Type: Book
ISBN: 978-1-78714-778-2

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Book part
Publication date: 25 September 2020

Rachel Shanks

This introductory chapter provides an explanation for and overview of this edited collection, including a brief synopsis of the themes which are developed in its chapters…

Abstract

This introductory chapter provides an explanation for and overview of this edited collection, including a brief synopsis of the themes which are developed in its chapters. Themes include the contested site of teacher preparation, whether it should take place mainly at university or in schools and whether the emphasis should be on the academic discipline of education or on the practical elements of teaching. A second theme relates to the impact of education policy on teacher preparation; in particular, the devolution of powers from the UK Parliament and Government to the Scottish Parliament and the Scottish Executive (now Scottish Government). In this devolved context a new curriculum framework covering those aged 3–18 years, called Curriculum for Excellence, was introduced in 2010 and recently a Scottish solution to teacher shortages has been to create online and distance learning routes into teaching. A third recurring theme in the book is the review of all forms of teacher education led by the former Chief Inspector of schools, Graham Donaldson. This review resulted in a seminal report, ‘Teaching Scotland's Future’, and its 50 recommendations included many related to teacher preparation and induction. This collection also shines a light on some hitherto neglected areas of teacher preparation, including the Episcopalian Teacher Training College and the preparation for English Language teachers.

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Book part
Publication date: 17 December 2015

Abstract

Details

Knowing, Becoming, doing as Teacher Educators: Identity, Intimate Scholarship, Inquiry
Type: Book
ISBN: 978-1-78441-140-4

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Book part
Publication date: 6 April 2018

Michael N. Cosenza

This chapter synthesizes Chapters 8–11, and discusses various definitions, structures, and cultures of teacher leadership. It also describes how the professional…

Abstract

This chapter synthesizes Chapters 8–11, and discusses various definitions, structures, and cultures of teacher leadership. It also describes how the professional development school model supports various teacher leader roles, responsibilities, and initiatives, including liaisons-in-residence, professional learning communities, learning walks, co-teaching, and mentoring. Recognizing that even amidst rich and authentic examples, a common definition for teacher leadership still does not emerge, the chapter concludes on the note that by not declaring a one-size-fits-all definition of teacher leadership, the concept remains open to various potential leadership roles and responsibilities.

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Book part
Publication date: 6 April 2018

Mark Meacham, Stefanie D. Livers, Francisco J. Ocasio and Jana Hunzicker

This chapter features three personal reflections written by practicing teacher leaders from North Carolina, Kentucky/Missouri, and New Jersey. The first two reflections…

Abstract

This chapter features three personal reflections written by practicing teacher leaders from North Carolina, Kentucky/Missouri, and New Jersey. The first two reflections describe various challenges and successes of instructional coaches working with new teachers and experienced teachers in two different schools. The third reflection recounts one teacher’s frustrating experience trying to provide support for his school’s Parent and Teacher Organization. The chapter concludes with five questions for discussion and reflection.

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Abstract

Details

Catholic Teacher Preparation
Type: Book
ISBN: 978-1-78756-007-9

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Abstract

Details

Innovations in Science Teacher Education in the Asia Pacific
Type: Book
ISBN: 978-1-78190-702-3

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