A Qualitative Analysis of the Coping Strategies of Substitute Teachers

Autor/in	Vorell, Matthew S.
Titel	A Qualitative Analysis of the Coping Strategies of Substitute Teachers
Quelle	In: Alberta Journal of Educational Research, 57 (2011) 4, S.479-497 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-4805
Schlagwörter	Grounded Theory; Coping; Substitute Teachers; Stress Management; Stress Variables; Work Environment; Problem Solving; Interviews; Observation; Qualitative Research + Suchen Sie Ihr Suchwort? Bewältigung; Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Stressmanagement; Stressbewältigung; Arbeitsmilieu; Problemlösen; Interviewing; Interviewtechnik; Beobachtung; Qualitative Forschung
Abstract	This study distinguishes whether substitute teachers enact coping strategies that mitigate the source of work-related stress (problem-centered) or coping strategies that enable them to adapt to stress created by work-related stressors (avoidance-centered). The author gathered data for this analysis by conducting 37 in-depth interviews with substitute teachers and shadowing 14 of them for a total of 122 hours of observation. Through a grounded theory analysis, a trend emerged that showed substitute teachers engaged in both problem-centered and avoidance-centered coping strategies, with a slight numerical advantage given to problem-centered strategies. By understanding how substitute teachers deal with these issues, scholars can prepare future generations of substitute teachers with successful coping strategies. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://ajer.synergiesprairies.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10