Literaturnachweis - Detailanzeige
| Autor/in | Lorenzo, Heather |
|---|---|
| Titel | Educator Workload: An Examination of the Perceived Value of Educator Workload and Its Many Influences |
| Quelle | (2023), (161 Seiten)
PDF als Volltext Ed.D. Dissertation, Western Illinois University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3795-9582-1 |
| Schlagwörter | Hochschulschrift; Dissertation; Faculty Workload; Preschool Teachers; Elementary School Teachers; School Culture; Illinois |
| Abstract | The purpose of this quantitative study was to examine educators' perspectives of the value of their workload and the many influences that affect those perceptions. A cross-sectional survey was developed and distributed to general educators in a northern region of Illinois that were teaching kindergarten through fifth grade. The developed survey was specifically designed to answer the following research questions and frame this study: (1) How do educators in kindergarten through fifth grades perceive the value of their workload demands beyond the contractual workday? (2) What system shifts, expectations, or decisions have influenced the amount, types, and value of the workload beyond the contractual workday? (3) How do the workload demands vary across general educators in grades kindergarten through fifth grade? This survey was sent to the participants meeting this criterion through their professional email using Survey Monkey. The results were statistically analyzed using the Statistical Package for the Social Sciences and interpreted to draw conclusions and develop recommendations. The last question of the survey was analyzed using coding and classifying to organize the information shared in the open-ended question. Examination of the collected data in this study led to some valuable conclusions including: departmentalizing in elementary school grades starting in second grade, reduce the number of meetings and increase the amount of planning time, redefine the utilization of educators in schools, and including educator voice in interest-based educational decision-making which impacts the educators sense of value as a professional expert in the field of education. Two impactful recommendations were made for educational leaders in schools and districts. The first recommendation was to adjust how teachers are utilized in school or district systems and the time that educators need to complete their workload. The second recommendation was to prioritize a positive climate and culture within school or district systems in intentional acts. This study also recommended that future research should expand by conducting follow up studies using qualitative research and studies comparing the perceived value of workload in different educator roles or in higher grade levels and to study various types of educator workload and their direct impact on student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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