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Dissertations / Theses on the topic 'Difference (Psychology) Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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1

Yanda, Carina. "Fluency in narrative discourse in teacher education." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1654493251&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Theaker, Sherri L. "Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?" Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210193393.

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3

Krzykalski, Sara. "Analysis of the difference between college young adults' and college educators' perceptions of stressful life events." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998krzykalskis.pdf.

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Millman, Marissa Kate. "Differences Between-teacher-Reports on Universal Risk Assessments: Exploring the Teacher’s Role in Universal Screening of Student Behavior." Miami University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=miami1416307832.

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Lisowski, Jaqueline Jean. "Cognitive differences between high- and low-stress teachers." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26868.

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The purpose of this study was to explore the nature of the influential factors of teacher stress in the special education settings: specifically, some cognitive aspects of the coping process. The importance of the study was summarized in terms of the reported incidence of teacher stress and the need to develop more effective stress intervention and prevention programs. A two-part study was designed to determine the differences in the coping processes of high- and low-stressed teachers in terms of particular cognitive variables. In the first part, high- and low-stressed teachers were differentiated on the basis of the responses of approximately 150 teachers to the Teacher Stress Inventory. In the second part, eleven subjects from each of the low- and high-stressed groups were interviewed. The interviews involved the recollection and report of stressful teaching-related incidents. Teachers were asked to rate each of their incidents in terms of self-evaluation, self-efficacy, outcome evaluation, and incident resolution. As well, they were asked to describe their coping behaviours and to explain what the consequences of the situations meant to them. Statistical and descriptive comparisons were made to determine if there were differences in the responses of the high- and low-stressed teachers. The most significant results of the study were that low-stressed teachers attributed more positive meaning to the consequences of stressful incidents, and that the responses of the low-stressed teachers reflected established philosophies and attitudes. These results have implications for counsellors who are interested in developing intervention and prevention programs and for individuals who conduct teacher-training programs. As well, teachers who feel ineffective at coping with stress are encouraged to seek guidance and to gain awareness of how they contribute to their experience of stress.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Barnett, Jeremiah. "Understanding gender differences in teachers' level of insight as it relates to ADHD." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257509.

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The research objective is to assess the possible gender differences in teachers, as it pertains to working with children and adolescents diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). This study will hopefully ensure that the literature on ADHD and its effectiveness is evaluated in context with improvement of learning strategies. The study will refine and improve existing theory on effective ways of teaching children with ADHD by comparing effectiveness of teacher awareness on ADHD and reducing teacher frustration levels. The research explored the questions: 1. Is there a correlation between teachers’ gender and knowledge of ADHD? 2. Is there a correlation between teachers’ ethnicity and knowledge of ADHD? In order to get answers to the research questions, a quantitative, correlational research design will be used. Teachers were recruited 60 (30 men and 30 women) Kindergarten through 12th grade through a sample of convenience in the Southern State County district. The data analysis consists of the researcher who will only handle the collected data in order to ensure that it is not tampered with. Raw data was organized in an accurate and consistent manner in order to provide basis for inferences and conclusions. The result of the data analysis demonstrated the correlation between the teachers’ gender and knowledge of ADHD. Further, the analysis portrayed the possible impact of teacher training on ADHD and the results of how teachers’ strategies affect ADHD classroom management.

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Chen, Hsiu-Ling. "Young children's responses to mother-teacher differences /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809675.

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Li, Yung-Chang. "A comparison of the occupational stress among Taiwanese special education teachers in three different educational settings /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9720539.

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Kowalski, Monica J. "The Influence of Teachers' Instructional Practices on Student Motivation in Different Assessment Contexts." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1365436014.

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Dunn, Sarah Caroline. "Difference in Scores Between Teacher Certification Program Students With and Without Paraprofessional Experience." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2239.

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Demand for highly effective, qualified teachers grew as legislation such as No Child Left Behind (NCLB) and the Individuals With Disabilities Education Act (IDEA) raised the requirements for teachers and paraprofessionals. One suggestion for meeting this demand for teachers who can bring about the required classroom outcomes is to encourage paraprofessionals to become certified teachers—with the expectation that paraprofessionals' prior experience in the school environment will make them likely to excel as teachers. This study examined whether Brigham Young University Special Education teacher candidates with paraprofessional experience differed from candidates without paraprofessional experience in terms of performance scores during a mentored teaching practicum. The teaching skills of classroom and behavior management, teacher competency and knowledge, and professionalism and organization were measured through the scores earned by 37 candidates on their behavior management plans, math and reading lesson plans, and professionalism evaluations. Results indicated no significant difference between candidates with and without prior paraprofessional experience. However, a significant difference was found between the scores in the areas of reading and math lesson plans of the students who were and were not paraprofessionals prior to entering the program. The variance in the scores of the paraprofessionals was significant, meaning some students with paraprofessional background scored low and others scored high in these two areas.

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Kington, Alison. "Teacher-pupil relationships in Key Stage Two : case studies exploring individual differences, experiences and constraints." Thesis, University of Bristol, 2001. http://eprints.worc.ac.uk/1875/.

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This research investigates how a comprehensive understanding of teacher-pupil relationships can enhance our insight into classroom life. The study focuses specifically on the individual pupil differences and experiences, and how the teacher perceives these differences in terms of the relationship that develops. The study also considers the effects, if any, that changes in educational policy over the last decade have had on the opportunities to form and develop positive teacher-pupil relationships. The dominant theoretical and methodological model of studying classroom relationships has been the cognitive-developmental model, which mainly employs interviews with teachers and children in order to account for qualitative differences in the nature of the relationships in different age groups. There is only a limited amount of research based on contextual (symbolic interactionist) case studies of teacher-pupil relationships which present a description of these relationships as they develop in a natural setting. The two research models arrive at different results about the characteristics, however, common in both models is an emphasis on the need for studies that would a) account for both verbal and non-verbal behaviour, b) explain micro-developmental changes and reasons for these changes, and c) provide a specific ground-based model of teacher-pupil relationship development. This research employed a contextual (symbolic interactionist) approach. The fieldwork was conducted in two primary schools, focusing on a Year 3 and a Year 6 class in each case study school. Variation in the teaching style/educational organisation, teacher and pupil expectations and pupils’ individual differences accounts for differences and similarities in the formation and development of teacher-pupil relationships. Methods used to triangulate the data about the nature and quality of the relationships include: observations of daily interactions in each classroom during one academic year, as well as specific observations of the pupils in the sample; interviews with the teacher and pupils at the beginning and end of the year; and pupil diaries which were used by the children in the sample for their own thoughts about the relationship with the teacher. The theoretical and methodological research implications support the study of teacher-pupil relationships in context because it provides and in-depth and detailed description and understanding of the characteristics and development of these complex relationships.

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Lipp, Amanda KR. "Improving Head Start Teachers' Concept Development: Long Term Follow-Up of a Training Program and Differences in Program Impact." TopSCHOLAR®, 2016. http://digitalcommons.wku.edu/theses/1604.

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Children from a low socioeconomic status (SES) home environment are typically exposed to less vocabulary during the first few years of life and experience higher rates of poor school readiness, particularly in emergent literacy skills, when compared to middle-class peers (Bowey, 1995; Hart & Risley, 2003; Whitehurst, 1997). Early childhood education programs designed to expose this group to cognitively challenging utterances have found that low SES children tend to make greater gains in vocabulary development compared to middle-class peers (Justice, Meier, & Walpole, 2005).

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Kajiyama, Kentaro. "The effects of gender on preservice teachers' motivation on teaching physical education." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3012.

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The project examines the effects of gender and academic achievement on motivation for teaching in physical education. A total of 57 (Female = 33; Male = 24) preservice teachers, randomly selected from a Physical Education Teacher Education (PETE) program in southern California participated in the study. Participants completed a Teacher Motivation for Teaching questionnaire (TMT-PE) and a demographic questionnaire. Results indicate that both male and female preservice teachers tend to be motivated for teaching by perceived feedback from other teachers, principals, and supervisors. Female teachers were more likely to be motivated by perceived feedback than male teachers.

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Froehlich, Laura [Verfasser]. "Ability-Related Stereotypes Predict Group Differences in Students' Performance and Student Teachers' Causal Attributions for Academic Underperformance / Laura Froehlich." Konstanz : Bibliothek der Universität Konstanz, 2015. http://d-nb.info/1081464240/34.

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DeFrain, Erica, and Erica DeFrain. "An Analysis of Differences in Non-Instructional Factors Affecting Teacher-Course Evaluations over Time and Across Disciplines." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621018.

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This dissertation looked at the relationship between students' evaluations of teaching (SET) at a large research university in the United States and a set of background variables comprised of nine course, instructor, and student characteristics. Data from over 130,000 course evaluations from over 4,000 courses from four distinct departments taught between 2007 and 2014 were analyzed. Student ratings have been used to formally evaluate effective teaching practices at all levels of education for nearly 100 years. The subsequent body of literature examining and challenging this practice is vast and continuously evolving, and largely built on issues of validity, reliability, and bias. The findings have varied considerably over the years, largely due to the institutional-uniqueness of the instruments being used, the differing methodologies used to analyze the data, and disagreement on how to interpret the findings. These issues have allowed SET to continue to be one of the most widely studied and debated topics found in the educational literature. Findings from this study provide further evidence that SET data should not be used to make broad comparative judgments, but are more appropriate as a measure to inform individual instructors. Significant differences were detected from all nine background variables, with meaningful differences observed at the departmental level. While some of the variance in ratings detected can be logically tied to evidence of effective teaching practices, others indicate potential unfair biases that could be harmful if precautions are not taken in how the data are distributed and used.

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Parker, Martha. "Verve Variations: The Effect of Class Structure on Racialized Difference in Perceptions of ADHD." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1108.

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Black youth are diagnosed with Attention Deficit/Hyperactivity Disorder (ADHD) at a higher rate than their White peers. The process of diagnosing young students with ADHD relies heavily on teacher recommendations that are frequently based on perceptions of behavior, to which the assessment of may be influenced by racial bias. A child’s ethnicity has been shown to have an impact on teacher descriptions of ADHD-related behavior (Epstein, Willoughby, Valencia, Tonev, Abikoff, Arnold, Hinshaw, 2005) such that in this study African American students were perceived by their teachers as more likely to have ADHD than their Caucasian peers. Research has also shown that the typical fifth-grade classroom is a low verve setting that is restrictive to communal learning (Johnson, 1982), while high verve settings have been shown to improve the academic functioning for many Black students (Bailey & Boykin, 2001; Carter, Hawkins, & Natesan, 2008; Young, 2017). By measuring the difference in teachers’ likelihood to recommend a described student for ADHD in both a traditional and high-verve classrooms, this study aims to investigate the role of verve in how teachers perceive Black students in relation to ADHD characteristics. The primary aim is to examine how increased task variability and a high verve classroom can shift teacher ratings of Black students’ abilities and lessen the degree of racialized difference of behavior-dependent diagnoses of ADHD. It is predicted that in the high verve setting these recommendations for Black students will drop significantly so that they will be equal to that of White students, reflecting the accurate prevalence of this learning disability.

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Black, Jillian. "Pre-Service Teachers' Responses to Student Behavior in a Mixed Reality Environment." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1402474127.

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Sayers, Robin C. "Understanding children's perceptions of teacher-child relationships in kindergarten: The role of child and family characteristics." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1617965085375737.

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Sinsabaugh, Katherine M. "Personality styles of pre-service teachers| A quantitative study of differences between individuals who aspire to teach at varying levels." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705433.

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Teacher attrition is a central concern in the field of education. Although many factors contribute to teacher attrition, teacher personality styles contribute significantly to a teacher’s decision to stay or leave the field. Retaining effective teachers remains a central priority for school districts today. When measuring teacher effectiveness, research has shown that teacher personality and the resulting relationship between students and teachers play in integral role in academic success. The purpose of this quantitative, correlational study is to determine if significant differences exist in the personality styles between individuals who aspire to teach at varying levels. The study used the Millon Index of Personality Styles, Revised (MIPS Revised) as a tool to assess the Motivating Styles, Thinking Styles, and Behaving Styles of pre-service teachers (n = 127) in three Northeastern community colleges. Three groups of pre-service teachers were examined: those who aspire to teach at the Birth-2^nd grade level; those who aspire to teach at the 1st-6th grade level; and those who aspire to teach at the 7^th-12^th grade level. The MIPS Revised is a 180 item self-reporting tool used to identify personality characteristics in normally functioning adults. The study collected demographic information, including age, gender, and age level teaching aspiration, as well as information regarding each individual participant’s personality style. Results of the study indicated no significant differences between the personality styles of individuals who aspire to teach at varying levels. The results of the study are discussed, and indicate the need for future exploration of pre-service teacher personality styles.

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Roberts, Drewcilla. "Pre-Service Teacher Self-Efficacy: Differences by Gender and Relationship with Physiological Response to Simulated Challenging Student Behavior." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami15573926958149.

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DeVigal, Alexis Jocelyn. "Stereotype Threat and Effects of Students' Perception of Their Math Teacher's Fairness on Their Math Self-Efficacy." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3999.

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Gender inequalities perpetuated by educational and occupational segregation may be exacerbated in part by socialization processes that occur in the years leading up to when high school students typically begin considering postsecondary options. Students’ feelings of self-efficacy in certain subjects can be an important factor that informs their decisions to pursue coursework and programs. This study used stereotype theory to understand how students' perceptions of their 9th grade math teacher's fairness affected their 11th grade math efficacy and how this relationship was moderated by the gender of the student and their math teacher. Using the High School Longitudinal Study of 2009, linear regression models predicting students’ math efficacy in 2012 indicated that students have higher levels of math efficacy when they perceive their math teachers as more fair, though this relationship was explained away by controls. An additional interaction term between student gender and math teacher gender revealed that girls’ efficacy is more strongly affected by perceptions of their male math teachers than perceptions of their female math teachers. This finding may be explained by the persistence of stereotypes around math that assume male superiority in the subject, which leads students to see their male math teachers as true authorities in math as opposed to their female math teachers.

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Moynahan, Kelly C. "Adaptive Behavior Assessment of Ethnically Different Children Referred for Special Education Services." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4748.

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According to the Centers for Disease Control and Prevention, approximately 1 in 6 children are diagnosed with a developmental disability or with developmental delays, which are associated with impairments in physical, language, cognitive, and/or adaptive behaviors. To fill a gap in the literature, the adaptive profile of young children initially served as developmentally delayed (DD) were analyzed to explore adaptive differences between different ethnicities and placement settings of children at the time of the initial referral prior to DD assessment. Archival data included 333 preschool aged children. The independent variables of eligibility status (DD or not DD eligible), ethnicity (White, Black, or Hispanic), and placement setting prior to testing (home, daycare, or school) and the dependent variable of Adaptive Behavior Assessment Scale-II Parent/Primary Caregiver Form General Adaptive Composite (GAC) standard scores were used. Three 1-way ANOVAs indicated a significant difference between the 2 levels of eligibility status. There was no difference for the 3 levels of ethnicity. There was a significant difference in GAC scores between public school setting versus home setting but not between daycare setting versus public school and home settings. To effect positive social change, knowledge from this study highlights the need to increase professional and public awareness of early identification of DD children; the importance in mandating competent care by highly trained individuals; and the impact of educating parents, daycare professionals, educators, and other providers about the role of social learning on development and mastery of functional life skills for all young children.

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Tse, Kwok-wai Alice. "The effects of teacher feedback on the composition revision of second language learners a case study of nine secondary 4 students under different feedback conditions /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31653108.

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Tse, Kwok-wai Alice, and 謝幗慧. "The effects of teacher feedback on the composition revision of second language learners: a case study of ninesecondary 4 students under different feedback conditions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31653108.

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Cox, Lisa N. "Learning Style Differences of Undergraduate Allied Health Students in the clinical and Classroom Setting." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1244737268.

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Moore, Hadley. "Exploring differences between student and teacher reports of relational aggression." 2012. https://scholarworks.umass.edu/dissertations/AAI3498361.

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Research supports that aggression is one of the best known predictors of future social, psychological, behavioral, and academic problems. Longitudinal studies have demonstrated that aggression through bullying is detrimental for both the aggressor and the victim and is correlated with many negative outcomes including depression and poor school achievement. Recently, scholars have recognized that there are a wide range of bullying behaviors, including physically, overtly, and relationally aggressive behaviors. Relational aggression refers to behaviors that harm others through damage (or threat to damage) to relationships or feelings of acceptance or group inclusion. Most studies of relational aggression have not addressed the social contexts within which children develop, including the context of school. The present study explored the relationship between student reports of the frequency of school-based relational and overt aggression, teacher reports of the frequency of school based relational and overt aggression, and office discipline referral data (used as a measure of school climate). Fifty-eight third, fourth, fifth, and sixth grade students (boys and girls) and nine teachers from a public elementary in Massachusetts school participated in this study. Students completed an anonymous survey about relational and overt victimization and relational and overt witnessing. The teachers of the students also completed an anonymous survey about the frequency with which they witnessed and intervened with relational and overt aggression. Office discipline referral data were collected for one month. Data indicated that students and teachers reported witnessing similar levels of relational aggression. However, teachers reported witnessing more overt aggression than students. In addition, students reported witnessing significantly more relational aggression than overt aggression. Of note, although students reported witnessing significantly more relational aggression, they reported experiencing significantly more overt aggression. Office discipline referrals revealed that students were more often sent to the office for overtly aggressive behaviors than for relationally aggressive behaviors. Survey findings are discussed in light of the school climate data provided by the office discipline referrals. Future research should further investigate the complicated connections between student report, teacher report, and school climate as they relate to bullying and relational aggression, in particular.

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Mares, Daniela. "Parents' and teachers' reports of executive function deficits at different chronological ages for children diagnosed with ADHD." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=94847&T=F.

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Szajda, Adam A. "Differences in physical education teacher expectations for somatotype and gender of middle school students." 2002. http://www.oregonpdf.org.

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Beavers, Amy S. "The Personality Profiles of Pre-service Teachers: An Examination of Discipline Differences and Predictive Validity on Future Job Satisfaction." 2011. http://trace.tennessee.edu/utk_graddiss/948.

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Teacher job satisfaction has been shown to impact teacher retention, attrition and absenteeism (Perrachione, Rosser, & Peterson, 2008). Given the significant investment of resources required to train effective classroom teachers, retention of those teachers is important. Research strongly supports the connection between personality traits and occupational related outcomes such as work performance, career success, and job satisfaction across occupational groups. Developing an understanding of the personality profile of satisfied teachers as a whole, as well as by teaching area, could serve to better equip teachers for the reality of teaching, potentially having the ability to increase job satisfaction. The purposes of this study were to investigate the similarities and differences of personality traits within teacher groups, as well as examine the effects of personality on job satisfaction for teachers, through a longitudinal study using analysis of covariance and multiple regression. When differences attributable to gender were controlled, two groups within the teacher sample emerged. Math, science, and physical education teachers were more resolute, analytical and investigative, where as elementary, secondary English and history, and special education teachers were more open-minded and sensitive. Among the traits distinctive of the teacher occupational type as a whole, teacher groups in this sample were generally extraverted, warm, energetic, dutiful, and patient. Having an accurate understanding of the personality traits that may influence teacher satisfaction could serve to inform teacher preparation programs and best practices in leadership for in-service teachers, potentially having the ability to increase job satisfaction.

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Ram, Anita. "Multilevel analysis of mathematics literacy in Canada and Japan : the effects of sex differences, teacher support, and the school learning environment." Thesis, 2006. http://hdl.handle.net/1828/986.

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In this study, the effects of student and school level variables on the mathematics achievement of 15 year old students in Canada and Japan were investigated. Participants included 27,953 students from Canada and 4,707 students from Japan. The student level variables used in this analysis included student sex, perceived teacher support, and socioeconomic status, and the school level variables included principals' perceptions of both. student and teacher morale and commitment, and student and teacher related factors affecting school climate. Hierarchical linear modeling was used to analyze data from the Programme for International Student Assessment 2003. The proportion of variance in mathematics scores attributable to schools was 20%, in Canada and 54% in Japan. In both countries, higher ratings by principals on both student commitment and morale, and student-related factors affecting school climate were linked to higher mathematics achievement. Implications for educators and suggestions for future research are discussed.

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Hopkins, Michelle Louise. "The sources of work stress and coping resources for high school teachers in the Gauteng Province within different career stages." Diss., 2014. http://hdl.handle.net/10500/14150.

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Although several studies have been conducted regarding sources of stress for teachers, as well as the coping resources deployed by teachers to manage stress, no studies were found which explored these constructs for teachers within different career stages. Similarly, several studies explored the sources of stress for teachers in different South African provinces, but no studies were found which explored stress or coping resources for teachers in Gauteng. This study aims to address this identified lack in research. Teaching ranks as one of the most stressful occupations, not only internationally, but also in South Africa and therefore, stress poses a threat to the quality of education in South Africa. This threat was recognised by the Gauteng Department of Education, and as a result, the goal to increase the wellness of teachers in Gauteng was set in the Annual Performance Plan of 2012/2013; making this study not only original, but also a necessity. High school teachers (n = 193) were selected from 23 high schools in Gauteng to participate in this study. The Sources of Work Stress Inventory (SWSI), the Coping Resource Inventory (CRI) and the Adult Career Concerns Inventory (ACCI) were used to measure sources of stress, coping resources and career stages, respectively. Pearson product correlations were analysed and significant relationships were found between different sources of work stress, coping resources and career stages.
Industrial & Organisational Psychology
M.Com. (Industrial and Organisational Psychology)

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Santos, Sara Fernandes dos. "Burnout e diferenças de género em professores." Master's thesis, 2011. http://hdl.handle.net/10437/1674.

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Orientação: Conceição Couvaneiro
Esta investigação teve como objectivo, conhecer se existem diferenças estatisticamente significativas, tendo em conta a variável género, nos professores das escolas do 2º e 3º ciclos do concelho de Almada. Foram preenchidos 120 inventários, distribuídos igualmente por género, tendo sido utilizado para tal, o Inventário de Burnout de Maslach. As idades dos professores de ambos os géneros (M=45,98; DP=8,267), revelaram uma faixa etária acima dos quarenta anos de idade. Constatou-se que as hipóteses 1 e 3 foram confirmadas, pois os professores do género feminino apresentaram valores mais elevados de exaustão emocional do que os professores do género masculino, enquanto que os professores do género masculino apresentam valores mais elevados de realização no trabalho do que os professores do género feminino, respectivamente. A hipótese 2 foi a única que não se verificou, não sendo possível a sua confirmação. De facto, o objectivo desta investigação foi parcialmente confirmado, uma vez que existem diferenças estatisticamente significativas, nas dimensões exaustão emocional e realização pessoal no trabalho, excepto na dimensão despersonalização, tendo em conta a variável género, no que respeita ao sindroma de burnout nos professores do 2º e 3º ciclos das escolas do concelho de Almada.
This research was aimed at, to know whether there are significant differences, taking into account the variable gender in the school teachers of 2nd and 3rd cycles of the municipality of Almada. 120 surveys were completed, distributed equally by gender, having been used for this purpose, the Maslach Burnout Inventory. The ages of teachers of both sexes (M=45,98; SD=8,267) revealed an age over forty years of age. It was found that the assumptions 1 and 3 were confirmed as the female teachers had higher levels of emotional exhaustion than male teachers, while teachers of males have higher levels of achievement at work than of female teachers, respectively. Hypothesis 2 was the only one that has not happened, it was not possible to confirm it. In fact, the objective of this research was partially confirmed, since there are significant differences in the dimensions of emotional exhaustion and personal accomplishment at work, except to the depersonalization scale, taking into account the gender variable, with regard to the syndrome of burnout in teachers the 2nd and 3rd cycle’s school in the municipality of Almada.

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Sancho, Marie-Claire. "La socialisation des émotions chez les enfants en milieu scolaire et les différences de genre." Thesis, 2021. http://hdl.handle.net/1866/25524.

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Le développement de la compétence émotionnelle est un processus qui risque d’avoir un impact majeur sur le bien-être des individus, y compris la réussite professionnelle et la qualité de nos relations interpersonnelles. La littérature scientifique montre qu’il existe un lien étroit entre la répression émotionnelle, le fait de restreindre, d’éviter ou de minimiser la prise de conscience d’émotions ainsi que divers problèmes de santé mentale, troubles du comportement, décrochage et abus de substances. Or, l’apprentissage des capacités à réguler ses émotions est en grande partie acquis au sein de la famille, puis à l’école avec le concours des enseignants. Toutefois, peu d’études existent sur ce phénomène. En outre, les écrits scientifiques portant sur le processus de socialisation des émotions dans le milieu scolaire négligent de considérer la présence ou non de stéréotypes de genre chez l’enseignant.e. Pourtant, cette lacune risque d’avoir un impact sur ses pratiques de socialisation des émotions. L’objectif de cette thèse est d’observer les comportements des enseignants de la maternelle lorsqu’ils interagissent avec des élèves et d’examiner si leurs réactions diffèrent selon le genre de leur élève dans un contexte où une émotion est exprimée par l’enfant. Pour atteindre cet objectif, l’étude réalisée poursuit deux sous-objectifs, soit observer et analyser de façon séquentielle les interactions entre les enseignants et les élèves (Objectif 1), et explorer les croyances qu’ils entretiennent en lien avec le développement émotionnel des enfants et les différences de genre (Objectif 2). Dans le cadre de cette thèse, nous retenons le modèle de socialisation des émotions proposé par Denham, Bassett et Zinsser, (2012). Partant de ce modèle, six heures d’observation dans trois classes de maternelle ont été effectuées ainsi que des entrevues semi-dirigées à l’aide de la technique du rappel vidéo auprès de ces mêmes enseignants. Les premiers résultats obtenus suggèrent des différences de genre dans la socialisation des émotions. D’autres résultats suggèrent la présence de stéréotypes de genre chez les enseignants pouvant influencer leur pratique de socialisation des émotions en fonction du genre de leur élève et avoir une influence sur ses compétences émotionnelles.
Emotional competence is a factor that has the potential to greatly impact our well-being. Emotional competence can affect many aspects of his or her life, such as his/her professional career or even the quality of his/her relationships. The scientific literature showcases the existence of a link between the repression of emotions and mental health’s issues, behavioral disorders, bad academic performance and substance abuse (Ashiabi 2000; Chaplin, Cole, & Zahn-Waxler, 2005; Denham, Bassett, & Wyatt, 2007; Denham, Bassett, & Zinsser, 2012; Perlman, Camras, & Pelphrey, 2007). The development of emotional competence is a process that begins within the family circle and continues at school, with the help of teachers and educators. Because of the informal nature of the mechanisms at work, there are only a few studies on this very process. Furthermore, the few studies that examine the development of emotional competence by socialization in school tend to ignore the impact of gender stereotypes carried by teachers and other personnel. This paper is aimed to analyze grade school teachers’ behavior when they interact with their students in order to determine if said behaviors are influenced by students’ gender. This general goal was achieved by the completion of two sub-objectives. The first of these sub-objectives consisted in observing and analyzing the interactions between teachers and students in a sequential manner. The second was to explore the teachers’ belief system in regard to the emotional development of children and gender differences. Eisenberg, Spinrad and Cumberland (1998) introduced a heuristic model of emotional socialization that includes a number of variables such as parents’ personal beliefs and culture, and children’s characteristics (age, temperament, etc.) These authors suggest that emotional socialization is the factor of three processes: (1) parental reactions to children’s emotions, (2) socializers’ (teachers and other school’s personnel) discussion of emotion, and (3) socializers’ expression of emotions. A number of critics of this rich and complex model have been formulated, and we’ll address them in this paper. Denham et al. (2012) introduced a simpler model that doesn’t consider certain variables such as parents’ characteristics and instead put a greater emphasis on the aforementioned three dimensions of emotional socialization. In this study, we used the adapted model of Denham et al. (2012) was adopted. We recorded 3 different classes for 6 hours each and conducted semi-directed interviews with each class teacher. Our results suggest the existence of a gender difference related to emotional socialization. Teachers’ responses were significantly more negative towards boys’ expression of emotions compared to girls’. Results also point out the presence of gender stereotypes among teachers, which could influence their socialization practice and thus the level of emotional competence of their students.

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Blore, Lynda Gail. "The relationship between adolescent depressive symptomology and substance abuse." Diss., 2002. http://hdl.handle.net/10500/947.

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This study examines the relationship between adolescent depressive symptomology and substance abuse. From a literature study six hypotheses were developed. A quantitative empirical study, undertaken in a South African high school, investigated the level of adolescent depressiVe symptomology and substance abuse, as well as the relationship between the two. The influence of various moderator variables was also examined. In line with most international studies, the relationship between adolescent depressive symptomotogy and substance abuse was found to be significant. This research has shown that adolescent depressive symptomology is significantly and positively correlated with earlier age at onset of substance abuse as well as frequency of usage. There appear to be gender differences in the way adolescents deal with their depression in terms of substance abuse. In addition, risk factors for depression and substance abuse were confirmed. Recommendations have been made based on these results
Educational Studies
M.Ed.

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