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Dissertations / Theses on the topic 'Teacher's health'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Bradley, Jess. "Children and teacher's perceptions of ADHD and medication." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/153323/.

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A detailed review of the literature revealed that children report mixed views towards ADHD and medication. They are also reported to experience a lack of control over their symptoms and in turn, report a reliance on medication to control behaviours. Research into children’s sense of self is conflicting, where studies reveal poor self-image, but other work confirms an inflated sense of self. In addition, differences between adult and child perceptions of ADHD exist, and are explained by the Attribution Bias Context (ABC) model which describes the nature of informant discrepancies. Gaining a greater understanding of children’s perceptions of ADHD is important in identifying and implementing effective interventions for children and their families. This qualitative study explored 5 children’s perceptions of ADHD through interview and drawing. Children’s teachers were also interviewed in order to explore discrepancies. Analysis of the data revealed a grounded theory of internalisation of the ADHD label for children, and difference for teachers. Children were found to experience ADHD emotionally, in on/off conditions, as a medical disorder, with external locus of control and as part of their self/identity. Medication was felt to control their behaviour. Teachers described children’s ADHD using a medical discourse and strengths were identified as attributes which are present in the absence of ADHD symptoms. Results are discussed in terms of similarities and differences between adult and child perspectives, and only some of the data supports the predictions of the ABC model. Implications of the findings are discussed in terms of academic and applied settings, and future research directions are considered with particular reference to exploration of the process of internalisation of the ADHD label.

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2

Norton, Naomi Claire. "Health promotion in instrumental and vocal music lessons : the teacher's perspective." Thesis, Manchester Metropolitan University, 2016. http://e-space.mmu.ac.uk/494/.

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This thesis addresses health promotion in the context of instrumental and vocal music lessons from the perspectives of UK teachers. Instrumental/vocal teachers have been identified as potential allies in the prevention of performance-related problems (PRPs) because they are key stakeholders in music education and are in a position to influence primary and secondary prevention of PRPs. However, very little research had investigated these stakeholders’ personal characteristics or their health-related beliefs or behaviours. Therefore, a survey study was designed to investigate the demographic characteristics, educational pathways, and performance-related health of a large group of teachers (N=496), and to explore their health-related beliefs and behaviours. An interview study was conducted to follow up survey findings and explore health promotion in more detail with a smaller sample of teachers (N=12). Results indicate that teachers’ engagement with health promotion is influenced by their personal characteristics – in particular their sex, teaching instrument, and experience of PRPs – and that many teachers already address health promotion by listening to pupils, providing advice, and reporting or referring pupils when necessary. These behaviours were influenced by various factors including, in many cases, teachers’ fundamental belief that they bear at least partial responsibility for pupils’ health and well-being. This perceived responsibility was shared with pupils, their families and institutions, and healthcare professionals; interactions between these stakeholders were explored. Two intervention studies were conducted to investigate teachers’ practical engagement with health-related resources; these studies centred on evaluation of health-related books (N=33) and the provision of an event for teachers and other relevant stakeholders (N=44). Teachers’ participation in these studies demonstrates that there is interest in health promotion among UK teachers and the findings provide information that can be used to improve the content and delivery of resources. The results of all four studies indicate that UK teachers are appropriately placed to act as health promotion advocates, in most cases are already doing so, and to a large extent are interested in learning more about health promotion. The conclusion of the thesis outlines five main implications of this research and identifies directions for future research.

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3

Miller, Deborah Lyn-Marie. "Finding voice, a teacher's articulation of her subjectivity in power relations and health." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0012/MQ32694.pdf.

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4

Monkman, Helen. "The teacher's role in supporting student mental health and well-being : a discursive case study." Thesis, University of Sheffield, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632808.

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5

Ward, Laura G. "Physical education teachers' engagement with health-related exercise and health-related continuing professional development : a healthy profile?" Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/33678.

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Over the past decade there have been increasing amounts of academic, political and media interest in Physical Education. teachers and their role in promoting healthy, active. lifestyles. Indeed, there is a long-standing assumption that schools play a fundamental role in producing 'a healthy nation' arid that Physical Education is responsible for promoting sport, physical activity and health amongst young people. This research was located within the context of Health-Related Exercise (HRE), a statutory component of the National Curriculum for Physical Education in England which aims to promote in pupils the knowledge, skills and understanding necessary to lead healthy, active lifestyles. An extensive and critical review of literature revealed that there were continuing concerns over the status, organisation and teaching of HRE within the curriculum, and that questions had been raised over Physical Education teachers' knowledge of HRE and the extent to which they have engaged with continuing professional development (CPD) in the area (HRE-CPD). The reasons underpinning these concerns have been relatively unexplored and this thesis represents a contribution towards understanding the social processes which have served to influence the nature and extent of Physical Education teachers' engagement with HRE and HRE-CPD.

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6

Littrell, Peggy Creasey. "The effects of principal support on general and special educators' stress, job satisfaction, health, school commitment, and intent to stay in teaching." Diss., This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-10032007-171537/.

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7

Matsela, Malineo Agnes. "Psychological violence as work trauma impacting on teachers' health in Lesotho : guidelines for teacher support for health promotion / Malineo Agnes Matsela." Thesis, North-West University, 2009. http://hdl.handle.net/10394/2940.

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The purpose of this study was to investigate the prevalence, severity, source and impact of psychological violence as work trauma on the health of teachers in Lesotho and to further develop guidelines for teacher support for the promotion of their health. In order to achieve this aim, the study focused on the following specific aims: firstly, it set out to investigate the prevalence of psychological violence against teachers, in the secondary and high schools in Lesotho. Secondly, to examine the severity of psychological violence experienced by teachers. Thirdly, to investigate the sources of psychological violence for teachers. Fourthly, establish the impact that psychological violence has as work trauma on teachers' health and finally on the basis of the findings to develop guidelines for teacher support in order to promote their health. The mixed method research design was used to gather data for the study. This involved the use of research methods from both qualitative and quantitative approaches. Mixed method research design was used because it allowed for a deeper investigation of the research problem and to reach a large number of respondents. Quantitative data was subjected to descriptive statistical analysis and factor analysis. On the other hand the qualitative methods involved the use of phenomenological interviews together with the symptoms checklist, and open ended question from the psychological violence scale. Data from these methods was organized into categories and sub-categories. The findings from this study indicate that psychological violence against teachers is highly prevalent. It further emerged that the psychological violence they experienced had a serious impact on all of the five contexts of their existence namely biological, psychological, spiritual, ecological and metaphysical contexts that can be regarded as work trauma. The sources of psychological violence experienced by teachers are the management of schools to a large extent, followed by colleagues of equal status and parents, community and the students to a lesser extent. The findings further indicate that the longer serving and older teachers experience more psychological violence than younger teachers who are coming into teaching service. It also emerged that there was no gender differences in terms of the experience of psychological violence, thus men and women experience psychological violence equally. Findings from both the qualitative and quantitative research methods were synthesized and on the basis of the conclusions drawn and the literature search, guidelines for teacher support were developed. The guidelines were categorised as follows, guidelines for teacher support based on the teachers' experiences of psychological violence and guidelines for teacher support based on the impact of psychological violence they experienced. In the light of the findings the study recommends that, teacher support programmes should be put in place in order to address issues of psychological violence and its impact on teachers' health. It further recommends that a holistic health promotion policy be implemented within the human resource management departments in the various ministries. Finally an in-depth research study of psychological violence and its impact should be undertaken at all levels of education in Lesotho, starting from early childhood care level up to the tertiary level. In conclusion the study established the prevalence, severity, source and impact of psychological violence against teachers. It further established the traumatic impact of their experiences. The study has revealed that due to their experiences of psychological violence teachers need support in order to promote their health.
Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2009.

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8

Kelleher, Shannon R. "Teachers’ Beliefs About Mental Health Issues." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/16.

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This study examined teachers’ beliefs about mental health issues in students. A quantitative research method was utilized, and survey instrument was created modeled after the theory of planned behavior. Thirty-seven teachers were surveyed in five areas in relation to their beliefs about assessment and referral; including, previous assessment and referral; mental health training; attitudes toward assessment and referral; the perceived social normality of assessment and referral; and perceived self-efficacy or behavior control. These five areas became independent variable measures, with the dependent variable being their future intention of assessing and referring students with mental health issues. Multiple regression analysis revealed that the overall model was statistically significant in predicting teachers’ intention to assess and refer students; however, independent analysis of independent variable revealed teachers’ attitudes, past behavior, and accesses to mental health training were most the most significant predictors of future intention. Implications of this study highlight the need qualified mental health professionals to be present in schools and/or expanded training of teachers.

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9

TenEyck, Amanda. "The personal health practices and beliefs of teachers about school wellness policy." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007teneycka.pdf.

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10

Liang, Chenye, and Chenye Liang. "The Influence of School Organizational Health and Teacher Efficacy on Chinese Middle School Beginning Teachers' Professional Identity." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624092.

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The purpose of this study is to investigate how beginning teachers' personal teacher efficacy (the abbreviation PTE for personal teacher efficacy) and the organizational health of school (the abbreviation OHI for the organizational health of school) influence teachers' professional identity (the abbreviation PI for professional identity). The participants were 125 middle school teachers from China. They completed online surveys that measured these three variables and some demographics such as gender, salary and school size. The results revealed that there were significant correlations between the OHI and PI, PTE and PI, and OHI and PTE. Except for gender and salary, there was no statistically significant difference in PI between groups of different school size, educational background, type of teaching job, and years of teaching experience. The findings also indicated that OHI mediated the relationship between PTE and PI. Furthermore, a multiple linear regression model was used to predict teachers' PI based on OHI, PTE, and gender. Finally, a statistically significant difference was found on role values (subscale of teachers' professional identity) between tension group (high PTE while low OHI or low PTE while high OHI) and non-tension group (PTE and OHI are at the same level). These findings depict the interactions between PTE and OHI and its influence on PI of Chinese middle school's beginning teachers. The researcher also proposes the next question for further research and makes some practical suggestions for educational policy makers, schools, and individual teachers to improve their PI.

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11

Loades, Maria Elizabeth. "Teachers' perceptions of children's mental health problems." Thesis, University of East Anglia, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501110.

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There is evidence of unmet need for mental health interventions for primary school children. Such children are generally unable to seek help for themselves and therefore, depend on the adults with whom they interact to seek help on their behalf. These adults include teachers, who have advantages over parents in terms of help-seeking, such as their knowledge of normative development. Government policies have outlined the teacher's role in terms of the mental well-being of their pupils, and fulfilling this role includes the ability to recognise that a problem exists and knowledge of how to seek appropriate help for the problem. It is unclear as to whether teachers possess the knowledge and skills to fulfil this role effectively. This study therefore used a cross-sectional design to explore teachers' perceptions of children's mental health problems. To obtain the necessary information, a questionnaire, composed of vignettes of children with clinical symptomatology, sub-clinical symptomatology or problem-free children, was created.

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12

Mogharbel, Jamileh. "Pre-service and In-service General Education Teachers’ Role Perceptions Related to Student Mental Health: A Phenomenological Study." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1550670389993905.

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13

Fedorchak, Nancy E. "Perceived importance of new teacher training topics for trade and industry and health occupations career and technical education teachers /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3052236.

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14

Shin, Ja Eun. "Three essays in labor and health economics: individual decisions on occupation, labor supply, and demand for heatlh." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/2220.

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In this dissertation, I examine individual decisions in occupational choice, labor supply, and health care utilization. Occupational choice decisions of female college graduates on whether to teach or not are analyzed to understand the role of fertility and relative wages using a panel estimation method. I also compare the behavioral changes in the labor force participation among teachers and non-teachers conditional on the presence of a new-born baby. Using the human capital model where a worker decides her hours of work responding to wages, and her human capital is accumulated proportional to her hours of work, I predict that the positive relationship between entry wages and post wages. Empirical evidence suggests that the shock in entry wages may be attributed to post wage differentials. I examine individuals?? choice of health insurance plan and utilization of health care services. Empirical evidence shows that there is favorable self-selection into health maintenance organizations (HMOs) plans and that HMO members use more of office-based and hospital outpatient services. It suggests ineffectiveness of HMO plans in reducing utilization.

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15

Gunsel, Stacy. "Middle School Health Policies: Teacher Perspectives." Ohio : Ohio University, 2005. http://www.ohiolink.edu/etd/view.cgi?ohiou1125434359.

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16

Salm, Twyla. "The cardiac conditions, the heart of being a teacher implementing a Comprehensive School Health approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ60249.pdf.

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17

Thomson, Jennifer. "The experiences of Cégep physical and health education teachers." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114305.

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This case study explored the personal and professional lives of 10 Cégep physical and health education (PHE) teachers. The participants, between 32-59 years, were PHE educators at Cégeps within a large Canadian city and its surrounding areas. Semi-structured interviews were conducted with the PHE teachers about their experiences instructing at the Cégep level. Rich discussions were generated to explore the roles and responsibilities of the participants within the Cégepat which they taught. Data analyses were conducted on the verbatim transcriptions of the interviews. Four themes emerged from the data. The first theme, pathways to teaching, reflected the discussions about teacher experiences that led the educators to instruct at the Cégep level. The second theme, Cégep PHE teacher career, demonstrated the structure and professional life of the PHE teachers. The third theme, a focus on education outcomes, highlighted participants' recollections of individualized instruction and resultant student success. The fourth theme, insider's perspective, described the participants' personal viewpoints about the teaching position which allowed for the identification of benefits and challenges of the job. Data triangulation, member checking, peer review, audit trail, and researcher reflexivity were used to establish trustworthiness. The Cégep PHE teachers spoke of their professional experiences which may influence the teaching of physical activity and health behaviours of at-risk college-aged students. Recommendations are made for future studies to delve into the world of Cégep to spark more research about PHE delivery and its effect on college-aged populations.
Cette étude de cas a explore les vies personnelles et professionnelles de dix enseignant d'éducation physique et en santé au Cégep. Les participants ont été entre 32 et 59 ans et ils étaient les éducateurs de Cégep au sein d'une grande ville canadienne et ses banlieues. Des entretiens semi-structurés ont été pratiqués avec les enseignants d'éducation physique et en santé. Des entrevues ont suscités des discussions riches pour mieux comprendre les rôles et les responsabilités des participants au sein de l'établissement d'enseignement au cours de laquelle ils ont enseigné. Une analyse des données ont été réalisés sur les transcriptions des entrevues. Quatre thèmes ont émergé : le chemin d'accès à l'enseignement, la carrière des enseignants d'éducation physique et en santé au Cégep, mettant l'accent sur les résultats scolaires, et la perspective d'un initié. Les résultats ont reflété l'importance des expériences qui ont dirigé les éducateurs pour enseigner au Cégep, la structure et la vie professionnelle de cette carrière, et l'accent mis sur leur instruction de chaque étudiant individuelle. Les résultats ont également décrit les points de vue personnels des participants sur l'enseignement qui ont permis des avantages et des défis de l'emploi. La triangulation des données, la vérification de membre, l'examen par un collègue, le chemin de vérification, et la réflexivité du chercheur ont été utilisé pour établir la fiabilité des descriptions faites par les enseignants. Les enseignants d'éducation physique et en santé au Cégep ont parlé de leur expériences professionnelles qui peuvent influencer l'enseignement de l'activité physique et les comportements de santé des étudiants collégial.

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18

Quinn, Fenella. "Primary school-based mental health services : head-teachers' perspectives." Thesis, Regent's University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646044.

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It is generally reported that around one in 10 children in the UK today suffer from some kind of mental health problem. It is of course compulsory for all children between the ages of five and 16 to partake in a certain amount of education, which in the vast majority of cases means school. Head teachers are statutorily obliged to safeguard the children in their care, which also means addressing their physical and mental health. Therefore schools are growing in their importance as sites of mental health care interventions. There is little or no published research which explores the phenomenon of on site mental health provision from the perspective of the head teachers, in terms of how it impacts them. For this study, five head teachers of mixed sex primary schools were interviewed about the mental health service that they had commissioned for their school. All five participants employed the same service. Using the interpretive phenomenological approach to analyse these interviews, five major themes were discovered: ambivalence towards the mental health service; mixed feelings towards mental health issues; that the mental health service helped alleviate heads’ sense of anxiety; the paradoxical nature of head teachers’ intersubjective experience; and that while head teachers like to describe themselves as part of a collective identity, they locate themselves as individuals when they feel the need to assert power. It is hoped that these findings might aid providers of mental health services to schools and children by providing a more sophisticated understanding both of head teachers’, and therefore commissioners’, anxieties and positive feelings about such services.

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19

Gilbert, Noah Aaron. "PRESERVICE TEACHERS’ ATTITUDES TOWARDS INDIVIDUALS WITH MENTAL HEALTH DISORDERS." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1555437639723371.

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20

Power, Nicola. "To touch or not to touch. Male teachers' experiences of touch a hermeneutic phenomenological study : a thesis submitted to AUT University in partial fulfilment of the requirements for the degree of Master of Health Science (MHSc), 2009." Click here to access this resource online, 2008. http://hdl.handle.net/10292/664.

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21

Park, Kathleen A. "Relationships between Job Satisfaction, Work Engagement, and Turnover Intention of Health Science Teachers." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1404567/.

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The purpose of this research was to investigate the relationships between job satisfaction, work engagement, and turnover intention of health science teachers in the state of Texas. The healthcare profession is one of the largest growing occupations in the U.S. nationwide. The job growth outlook for healthcare professionals is projected to be on average 34% between 2014 and 2024. Despite the growing healthcare job categories, there is a shortage of healthcare professionals in the U.S. This study addressed the shortage of health science teachers in secondary education. Considering the importance of healthcare, especially with an aging U.S. population, it is critical to study the impact of work engagement and job satisfaction on teacher intent to leave the health science teaching profession. Through a correlational survey research design it was found that job satisfaction and work engagement are negatively related to turnover intention. Hierarchical regression analysis indicated that job satisfaction accounted for 39.6% of the variation in turnover intention. Findings also showed that work engagement did not moderate the relationship between job satisfaction and turnover intention. Implications for research and practice are discussed and conclusions are provided.

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22

Santabarbara, Todd C. "Pre-service elementary teachers' attitudes toward role modeling selected health behaviors." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1294898.

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The problem of this study was to examine the relationship between pre-service elementary teachers' attitudes toward role modeling and the health behaviors they practice. Using a 26-item questionnaire modified from several instruments, a convenience sample of 166 pre-service elementary teachers enrolled in health education course at Ball State University, voluntarily completed the questionnaire in Spring semester 2004. A panel of expert jurors reviewed the instrument for face validity. A pilot test was conducted to confirm instrument reliability. Data were analyzed using both unviariate and bivariate analysis. Bivariate correlations indicated a statistically significant association between pre-service elementary teachers' attitudes toward role modeling and their attitudes toward role modeling healthy behaviors. Additionally, a statistically significant association was indicated between pre-service elementary teachers' attitudes toward role modeling healthy behaviors and the actual health behaviors they practice. Results confirmed that while elementary teachers believe role modeling healthy behaviors to their students is important, they are not consistently practicing healthy behaviors.
Department of Physiology and Health Science

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23

Breuer, Christine Ann. "High School Teachers' Perceptions of Mental Health and Adolescent Depression." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2793.

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Adolescents have a high rate of untreated mental health issues, specifically related to depression. Current literature does not indicate the impact of teachers' attitudes toward mental health on their decisions to refer students for services. This study provides understanding specifically, how teachers' beliefs about mental health, as well as their age, gender, ethnicity, years of education, and years of teaching, were analyzed to determine the impact each these characteristics had on the decision to refer a student for services. 92 high school teachers participated in this quantitative study by completing a survey measuring their attitudes of mental health, and then responding to scenarios on which they answered 'yes' or 'no' to indicate whether they would refer students for services in certain situations. This information was analyzed through multiple regression and descriptive analysis to determine the relationship these characteristics had with the decision to refer. The data suggested that teacher characteristics related to age (Î² = 1.516, t = 2.075, p < .05), gender (Î² = -3.336, t = -2.220, p < .05), psychological openness (F(5, 86) = 2.488, R2 = .126, p < .05), and indifference to stigma (F(1, 90) = 5.395, p =0.022) all impacted participants' decision to refer a student for services in the scenarios presented. This study has implications for social change in how teachers are trained concerning mental health awareness and the impact of their personal beliefs on their efforts to help adolescents' access mental health services. Increasing teacher awareness related to the issue of helping adolescents' access mental health services is the desired outcome of this study. Such change could result in adolescents gaining access to services for greater opportunity to reduce depressive symptomology.

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24

Swan, Benjamin Grant. "The relationship between the 2004 Ohio State University Agricultural Education student teachers' learning style, teacher heart, and teacher sense of efficacy." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1115835729.

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25

Fisher, John W. "Spiritual health : its nature and place in the school curriculum /." Connect to thesis, 1998. http://eprints.unimelb.edu.au/archive/00002994.

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Kerrigan, Anita Cimino. "The relationship of hardiness and health behavior practices among university faculty and staff." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722457.

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The purpose of this correlational study was to investigate the relationship of-hardiness, a personality characteristic composed of the elements control, challenge, and commitment, to health behavior practices among a midwestern university faculty and staff. The hypothesis of the study was there is a negative correlation between scores on the Health Related Hardiness Scale (HRHS) and the HealthPromoting Lifestyle Profile (HPLP) among university faculty and staff. Prior to conducting the study, approval of the university internal review board was obtained. Using a random numbers table and the university faculty and staff phone directory, a random sample of 100 participants was obtained. The participants were sent the Health Related Hardiness Scale (HRHS) to measure hardiness, the HealthPromoting Lifestyle Profile (HPLP) to measure health behaviors, a demographic questionnaire, and an addressed return envelope. Confidentiality of the participants was assured. Returned questionnaires implied consent to participate. The completed forms were returned to the researcher by campus mail in the envelope provided. Seventy-three questionnaires were returned; 50 could be used for analysis. The Pearson's r was used to analyze the data and tested at the 0.05 level of significance. Results revealed r = - 0.5473 with.R<0.001. The hypothesis of the study was supported. Post hoc analysis using the Pearson's r revealed negative correlations with varying degrees of significance between the three subscales of the HRHS and the six subscales of the HPLP. The information obtained from the study is valuable to nursing in planning educational and supportive strategies for a variety of clients in various settings.
School of Nursing

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27

Conaway, Kathryn A. "HEAD START TEACHERS’ INTENTIONS TO IMPLEMENT SUGGESTIONS FOLLOWING MENTAL HEALTH CONSULTATION: AN INVESTIGATION OF THE ROLES OF WORKING ALLIANCE AND TEACHER EFFICACY." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1182373197.

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Flinn, Susan Jane. "Student perceptions of health science teacher interpersonal behaviour." Curtin University of Technology, Science and Mathematics Education Centre, 2004. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=15223.

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The major aim of this study was to investigate the use of the Questionnaire on Teacher Interaction (QTI) in health science classrooms in Tasmania, Australia. In the past, the QTI has been used in a number of learning areas. However, it has not been used in the learning area of health science.This study involved 1,471 grade 9 and grade 10 health science students and their teachers in 75 classes. The QTI was used to study student and teacher perceptions of health science teacher interpersonal behaviour.Statistical analyses revealed that the QTI is a valid and reliable instrument for use in health science classrooms. Quantitative results from the QTI were supported by qualitative data including comments from the students and a reflective narrative of the experiences of the researcher as a health science teacher.An investigation into the associations between QTI scales and student attitudinal and cognitive outcomes revealed that all scales of the QTI related to student attitudinal and cognitive outcomes in health science classrooms. It is, however, the scales of Leadership and Helping/Friendly which make the greatest positive influence to student attitudinal and cognitive outcomes.Health science students perceived their teachers as displaying high levels of leadership, helping/friendly and understanding behaviour, and low levels of uncertain, dissatisfied and admonishing behaviour. Teachers generally perceived themselves in a more favourable manner than their students did.The students also perceived the less experienced teachers as less dominant and more oppositional compared to teachers with more experience. Female health science students generally perceived their teachers in a more positive way than male students and male students, in general, have better attitudes to health science lessons.

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Griffith, Jason S. "Differences among teachers' perceptions of school climate: Does support for the local teacher union make a difference?" Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1241664483.

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30

Washer, Barton A. "The perceived effectiveness of Missouri's new Vocational Teacher Institute as an inservice and preservice activity for new trade, industrial, and health sciences instructors /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9988710.

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31

Jackson-Howard, Cynthia Darlene. "Teachers' Perceptions of Multimodal Literacies in Middle School Health Literacy Programs." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/322.

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Health literacy, defined as the ability to understand and use health information to make informed decisions, is critical to maintaining health; however, not all U.S. states mandate strategies to improve adolescents' health literacy. Moreover, many middle school teachers are often unaware of how their roles could improve the health literacy of their students. Multimodal literacies help students to create meaning through viewing print-based resources and using digital technologies. The purpose of this study was to investigate teachers' perceptions of the effectiveness of multimodal literacies on adolescents' overall health literacy via the introduction of health literacy programs into the curriculum. This qualitative research data were gathered, analyzed, and categorized using unstructured narrative interviews and the research was guided by the socioecological model. A phenomenological approach was used to conduct in-depth interviews with 6 middle school teachers. These interviews yielded 4 common themes: efficacy of multimodal literacy, health literacy, blending cultures, and responsibility. The results suggested that (a) multimodal literacies with adolescent literacy components can be used in the middle school curriculum, and that (b) these literacies can help inform policy changes. Understanding teachers' perceptions about multimodal literacy could help to improve adolescent health literacy in the middle school system. Positive social change could occur if school systems understand the utility of incorporating adolescent health literacy in the present curriculum. Doing so could help reduce future health care costs and improve the future health of students.

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Gray, DeLeon Lavron. "The Persuasive Characteristics of Teachers on Conceptual Change across Health Classrooms." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243995352.

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Harrap, Catrin. "Primary school teachers and child mental health : developing knowledge and understanding." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/94703/.

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Research estimates that around ten per cent of children in the UK between 5 and 16 years of age are diagnosed with a mental health disorder (MHD) (Green et al., 2005). The review of the literature suggests that teachers are not receiving specific training about child mental health (CMH) and lack confidence in their ability to respond to children’s mental health needs effectively (Trudgen and Lawn, 2011; Rothi, Leavey and Best, 2008). The reduced capacity of Child and Adolescent Mental Health Services (CAMHS) and increasing focus on early intervention has shifted government attention from clinical to community settings, such as schools (Stallard et al., 2012). Therefore, teachers are identified as ideally placed to promote CMH from an early stage and identify and respond appropriately to early indications of mental health issues (MHIs) (DfE, 2014b). This mixed methods study aimed to extend the research literature by exploring primary school teachers’ (PSTs’) current understanding of child mental health issues (CMHIs); their awareness and previous use of MH resources; and their perceptions of how they could best be supported to develop their knowledge. A questionnaire and semi-structured interview were designed to collect quantitative and qualitative data, which were analysed using descriptive statistics and thematic analysis. The findings indicate that the majority of PSTs had not received specific training about CMH and reported general uncertainty and confusion about the concept. The PSTs’ awareness and previous use of professional agencies were higher than their awareness and previous use of digital and literary resources. They requested opportunities for context-specific learning and ‘expert’ support, similar to mentoring and coaching models, in order to learn about CMH. The strengths, limitations and implications for educational psychology are discussed.

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Kam, Wai-keung, and 甘偉強. "Health behaviour, habitual physical activity and health related fitness level of pre-service student teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31960947.

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Kam, Wai-keung. "Health behaviour, habitual physical activity and health related fitness level of pre-service student teachers in Hong Kong." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22291945.

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Larsson, Emilia, and Frida Rydqvist. "Swedish compulsory teachers' knowledge and experience in mental health prevention for students." Thesis, Umeå universitet, Institutionen för psykologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-143375.

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The current study explored how teachers in Swedish schools experience their involvement in the prevention of mental health issues among students, within what areas they need enhanced knowledge as well as how they think their relationship to their students influence the students’ mental well-being. Data were collected through nine semi-structured interviews with fourth to seventh-grade teachers, and analyzed using thematic analysis. Teachers engage in prevention through methods such as structuring the environment around the students, arranging the educational environment, and cooperating with professionals and parents. Teachers’ preventive work was further described to center around establishing warm teacher-student relationships. Prevention programs were seen as dissatisfactory in teachers’ preventive work due to a lack of scientific evidence and their indirect approach to mental health issues. Working experience was identified as important regarding teachers’ knowledge about prevention of mental health issues. Shortages in economic resources, time, and support were perceived as barriers to the preventive work. Future recommendations include more research on prevention programs for internalized behavior problems within a Swedish school context. This study also identifies the need for more research regarding how preventive actions can be implemented by teachers through the teacher-student relationship. Teachers and schools are part of a unique community resource for prevention of mental health issues among students, but much more research is needed to further consolidate their position in the prevention of mental health issues. Keywords: teacher-student relationship, school-based prevention, students’ mental health issues

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Pöllänen, Elin. "Teachers’ job stress and health- the buffering role of sense of coherence." Thesis, Stockholms universitet, Centrum för forskning om ojämlikhet i hälsa (CHESS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131051.

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Teachers’ work-related health has worsened in Sweden, seen in the rising number of teachers who are stressed, unmotivated and that have left work or are on sick leave (The Swedish National Agency for Education, 2013; Månsson, 2008). The thesis’s aim was to explore the relation between health, personal coping and job stress. As proposed by Antonovsky (1979; 1987), sense of coherence (SOC) was used as an important individual approach for Salutogenesis; health maintenance. Health was measured as self-reported health and job stress according to the demand-control model (DCM) by Karasek (1979). Data came from the Teacher survey, a questionnaire part of a larger research project based at the Centre for Health and Equity Studies, Stockholm University/Karolinska Institutet, focused on school environment and health for pupils and teachers. The analytical sample consisted of teachers teaching 7-9th grade (n=1092), from both private and public schools. Results indicate an association for SOC and DCM independently with self-rated health, as well as a strong role for SOC in decreasing the odds of having less than good health due to psychosocial working conditions, especially for teachers who perceive their jobs as highly demanding.

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Hawkins, Keturah-Elizabeth Harriett. "Assessing Teachers' Confidence in Implementing Food Allergy Emergency Plans." Thesis, Walden University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10273662.

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Food allergies are an increasing health concern in the United States, affecting nearly 6 million children under the age of 18 years. Research has suggested that 18% of school-age children will have their first allergic reactions at school. Life-threatening allergic reactions experienced by children in the school setting are on the rise; however, little is known about how schools implement policies and practices in response to this issue. The purpose of this quantitative cross-sectional study was to narrow the knowledge gap by examining teachers’ knowledge, ability, and confidence level caring for students with food allergies. Bandura’s social cognitive theory, which holds that education and experience influence confidence implementing tasks, served as the framework that guided this research. The electronic survey was distributed to a convenience sample of 300 elementary school teachers; 93 respondents completed it. Eighty completed surveys were used in the analysis. Multiple linear regression models were constructed to analyze the relationships among confidence, education, and training related to food allergies. Results showed that teachers who lacked knowledge of food allergies also lacked confidence implementing food allergy plans. School personnel responsible for planning or revising food allergy response protocols can use these findings. The potential for positive social change includes identifying training opportunities, developing policies to sustain food allergy knowledge, and building the capacity of all school staff to implement life-saving measures when children are experiencing allergic reactions.

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Morris, Edwin F. "A study of the mental health knowledge and attitudes of preservice and inservice elementary school teachers /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074429.

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Wong, Yuet-ping Vivian. "Awareness and preparedness of parents and teachers for the health education of students in Hong Kong." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38875913.

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Morrison, Mary. "An Early Mental Health Intervention for Disadvantaged Preschool Children with Behavior Problems: The Effectiveness of Training Head Start Teachers in Child Teacher Relationship Training (CTRT)." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5311/.

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This study examined the effectiveness of training Head Start teachers and aides in child teacher relationship training (CTRT). CTRT is based on child parent relationship therapy (CPRT) (Landreth & Bratton, 2006), a filial therapy model based on the principles of child-centered play therapy, and was adapted for the classroom. In this quasi-experimental design, 12 teacher/aide pairs (n = 24) were assigned to the experimental (n = 12) or active control group (n = 12). Children who scored in the Borderline or Clinical range on at least one scale of the Child Behavior Checklist-Caregiver/Teacher Report Form (C-TRF) at pretest qualified for the study (n = 54). Nine hypotheses were analyzed using a two factor repeated measures multivariate analysis to determine if the CTRT group and the active control group performed differently across time according to pre-, mid-, and posttest results of the C-TRF. Additionally, effect sizes were calculated to determine practical significance. Five hypotheses were retained at the .05 level of significance. Post hoc analysis was conducted to analyze the effects of the two phases of treatment. Results indicated that children in the experimental group made statistically significant improvements in externalizing problems (p = .003). Children of focus made statistically significant improvements in externalizing (p = .003) and total behavior (p = .01) problems. Results are particularly significant for the non-children of focus, who only received the in-classroom intervention. The non-children of focus made statistically significant improvements in externalizing behavior problems (p = .04) and practical significance was large. Results indicate that a school based intervention such as CTRT is a viable treatment option for many children with externalizing behavior problems.

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O'Dea, Theresa. "The views of students, parents and teachers concerning mental health terminology and mental health promotion in primary schools in Ireland." Thesis, University of East London, 2010. http://roar.uel.ac.uk/3703/.

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This research study is primarily an explorative study concerned with the views of students, parents and teachers about mental health promotion activity in five selected primary schools in Co. Kildare in the Republic of Ireland. A mixed methodology approach was used that involved both quantitative and qualitative phases. The views of teachers were sought through semi-structured interviews and the views of students and parents were elicited through focus groups. The quantitative phase (Phase 1) of the study was undertaken to screen out the five highest ranked primary schools in terms of self-reported positive mental health of final year students by means of the Multi Dimensional Self Concept Scale for participation in the qualitative phase (Phase 2) of the research study. The researcher also explored the relationship between the variables of school size and school type (single sex/mixed, urban/rural) with school global self concept/mental health. Quantitative data analysis revealed no significant difference between these variables in this research study sample. The qualitative phase was carried out within the five selected schools identified in Phase 1 of the research study. The views of participants were sought concerning their understanding of mental health terminology and factors and processes within their own schools that contributed to student mental health. The role of primary schools in mental health promotion, barriers to mental health promotion and what is still needed concerning mental health promotion in schools was also explored. Thematic analysis revealed that research participants held more positive associations with the terms 'mental health' and 'positive mental health' than negative associations. However, verbatim responses encompassed some negative associations with both terms and some teachers conceptualised 'mental health' in an entirely negative manner. Efforts to raise mental health awareness and to empower and help students and adults were encompassed within participants' understanding of the term 'promoting positive mental health'. Many of the general factors and processes that participants identified as important for the mental health of students were also perceived by them to be catered for within their own school contexts. These were typically associated with good school practices that could be described as relatively low cost activities. These included, providing a variety of activities, positive relationships/communication, psychologically supportive/secure environments, addressing the holistic needs of the child, effective mental health leadership, facilitative learning approaches and whole school endeavors. Research findings indicated that participants view mental health promotion as an important endeavour in schools and that they value and support an educational agenda that involves a broad range of mental health promotion activity. The school role concerning mental health promotion was understood to include much more than mental health provision for students who present with mental health issues. The need for Social, Personal, Health Education [SPHE], additional resources for schools, more awareness about mental health promotion, teacher training in mental health and leadership in school mental health promotion were some factors identified. Barriers to school mental health promotion included internal and external factors to schools. Suggestions for future research and implications for educational psychologists with regard to advancing the field of school mental health are distinctive contributions of this research study. Raising awareness of the results of this research study across primary schools will help schools understand that school context is an important factor in the promotion of mental health and well-being of students.

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Paulse, Janine. "Sources of occupational stress for teachers, with specific reference to the inclusive education module in the Western Cape." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_1706_1180439834.

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The aim of this paper was to identify the sources of stress for teachers involved with inclusive education as well as whether there is a statistically significant difference in stress experienced by teachers based on their biographical details. In this research the focus was on intellectual disability.

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Mullins, Christine M. "Online Master Teacher Presentation: NRSE 5010 Advanced Health Assessment Practicum." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7126.

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Gay, Sara Svoboda. "Understanding elementary teachers' beliefs, attitudes and intentions to support mental health services in schools." Diss., Columbia, Mo. : University of Missouri-Columbia, 2006. http://hdl.handle.net/10355/5901.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (March 2, 2007) Vita. Includes bibliographical references.

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Liptak, Loretta M. "A comparison of open-mindedness between health educators and other educators : a preliminary investigation /." The Ohio State University, 1986. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487266011224774.

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Keyser, Bette Benewich Rhodes Dent. "A systematic design for inservice education of secondary school health teachers in Illinois." Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9507285.

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Thesis (Ed. D.)--Illinois State University, 1994.
Title from title page screen, viewed March 21, 2006. Dissertation Committee: Dent M. Rhodes (chair), Barbara L. Nourie, Kenneth F. Jerich, Jerry D. Foster. Includes bibliographical references (leaves 171-187) and abstract. Also available in print.

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Rychetnik, Lucie. "Matters of Judgement: Concepts of evidence among teachers of medicine and public health." University of Sydney, 2001. http://hdl.handle.net/2123/2076.

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Doctor of Philosophy (PhD)
Introduction The aim of this study was to examine how the term “evidence” was conceived and used among academics and practitioners who teach medicine and public health. The rationale for the study was the widespread debate in the 1990s about evidence in health care. Methods Qualitative data were collected between 1996 to 1999. The core data came from unstructured interviews with researchers and practitioners linked to the Faculty of Medicine, University of Sydney. Other sources of data were: participant observation of group interactions in the Faculty of Medicine and at national and international conferences about evidence in health care; discourse in health care literature; and Internet posting to an international “evidence-based health” Email discussion list. The Grounded Theory method was adopted to analyse and interpret these data. The process involved systematic coding of the data to develop conceptual categories. These categories were employed to formulate propositions about the topic of evidence and how it was conceived and used by the study participants. Results Researchers and practitioners often discussed evidence from a “realist” view: that is they valued scientifically derived and rigorously substantiated knowledge about the natural world. Yet despite their widely shared epistemological perspectives, study participants presented several diverse concepts of evidence. Their ideas were also dynamic and evolving, and often influenced by the developing (local and international) debates and controversies about evidence-based medicine (EBM). Grounded Theory analysis leads to the selection of a core “social process”. This is a core conceptual category that draws together the ideas observed in the data, and that is adopted to present the study findings. In this study, “judgement” was identified as the core social process to underpin all examined reflections and discussions about evidence. Study participants defined the concept of evidence through a combination of description and appraisal. Evidence was described in three ways, i.e.: as a “measure of reality”, by its “functional role”, or as a “constructed product”. Evidence was also appraised on three “dimensions”, i.e.: “benchmarked”, “applied” and “social” dimensions of evidence. Participants invoked these concepts of evidence differently when forming their own judgements about medical or public health knowledge; when making decisions about clinical practice; and when using argument and persuasion to influence the judgements of others. Many researchers and practitioners also modified their judgements on evidence in the light of EBM. This was based on perceptions that EBM had become a dominant rhetoric within health care, which had the potential to channel the flow of resources. This led to an increasing consideration of the “social dimension” of evidence, and of the social construction and possible “misuse” of the term evidence. Conclusions The concept of evidence is presented in this study as a multi-dimensional construct. I have proposed that the three descriptions and three dimensions of evidence presented in this study, and recognition of the way these may be invoked when forming and influencing judgments, can be used as a basis for communicating about evidence in medicine and public health among colleagues and with students. There are significant gaps in knowledge (based on empirical research) about the social dimension of evidence. Particularly, in situations where researchers and practitioners wish to employ the concept of evidence to influence others’ medical and public health practice and wider social policy.

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Swindells, J. L. "Targeting mental health in schools : how can training support teachers in their role?" Thesis, University of Essex, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.542361.

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Slater, Jeanette. "Illuminating the impact of the targeted mental health in schools intervention : teachers' views." Thesis, University of Essex, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548578.

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