Theses and Dissertations at Montana State University (MSU)
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Item The effect of years of experience and other selected variables on attitudes of teachers toward aspects of the teaching profession(Montana State University - Bozeman, College of Education, Health & Human Development, 1988) Hollensteiner, Beverly June RadaItem Burnout among the isolated, rural teachers in Montana(Montana State University - Bozeman, College of Education, Health & Human Development, 1986) Taylor, Ryan DItem The influence of gender and gender role on occupational stress for athletic training education program directors(Montana State University - Bozeman, College of Education, Health & Human Development, 2012) Nynas, Suzette Marie; Chairperson, Graduate Committee: Carrie B. MyersAthletic Training Education Program (ATEP) Directors and their administration need to understand the occupational stressors related to the ATEP Director position. The purpose of this study was to investigate how gender, gender roles, personal and professional characteristics and program factors influence the occupational stress of ATEP Directors. A survey research study was used to investigate the level to which ATEP Directors experience occupational stress, how ATEP Directors self-identify according to gender roles, as well as to determine the influence gender, gender role, personal, professional and program attributes on occupational stress. The study used multivariate linear regression with a model-building approach to determine if occupational stress for ATEP Directors was a result of personal, professional or programmatic characteristics. Gender, gender role and total number of students did have an effect on the occupational stress of ATEP Directors. Female ATEP Directors experience more stress than males and ATEP Directors who identify as having more masculine-like or agentic traits regardless of biological gender, experienced less occupational stress. As the number of students in the ATEP increased, so did the occupational stress of the ATEP Director. This study presents information that heightens awareness of the occupational stress of ATEP directors and that could assist in the development of mitigation practices to decrease the negative effects of occupational stress which might include burnout, physical and mental health issues, decreased commitment to job, and decreased job satisfaction and attrition.Item A proposed grounded theory about the sources and effects of teaching anxiety among two-year college faculty(Montana State University - Bozeman, College of Education, Health & Human Development, 2006) Pasek, Heidi Lee; Chairperson, Graduate Committee: Betsy PalmerEveryone occasionally experiences anxiety. In fact, an appropriate level of anxiety allows for the optimal performance of any task. There are times, however, when anxiety becomes problematic, undermining one's confidence and ultimately his or her performance. For teachers, there is a specific anxiety, teaching anxiety, which can lead to long term struggles in the classroom. Teaching anxiety appears to be a predicament for a significant number of post-secondary educators; yet little data were found on the subject. The purpose of this study was to systematically examine perceptions regarding the sources and effects of teaching anxiety among two-year college faculty. The aim was to assemble details about those college faculty members' insights through an assessment of their perspectives on the sources and effects of teaching anxiety. The study was directed by the following central research question: What do two- year college faculty members perceive as the sources and effects of teaching anxiety? The following subquestions further clarified the direction of the study: (1) How do the participants describe their own or their colleagues' experiences with teaching anxiety? (2) What do the participants understand about both the immediate and long-term effects of teaching anxiety? (3) How do those participants cope with teaching anxiety if they experience(d) it? To propose a grounded theory, this study utilized partially structured one-on-one interviews with two-year college faculty to illuminate the intrinsic properties of their perceptions about teaching anxiety. A conceptual model of inter-related perceptions concerning the sources and effects of teaching anxiety emerged from the data.Item A study of demographics and job-related categories that influence the quality of teacher work life in Montana schools with indigenous populations(Montana State University - Bozeman, College of Education, Health & Human Development, 2006) Terhune, Michael Neil; Chairperson, Graduate Committee: Joanne EricksonThis study examined the demographics and job related factors that influenced the quality of teacher work life of 404 teachers in Montana schools that have a predominant enrollment of indigenous students. The Quality of Teacher Work Life Survey (QTWLS) was used to determine the teacher demographics, the factor structure of the QTWLS, and the perceived levels of Job-Related Stress, and Satisfaction. Thirteen demographics contributed to the profile. Comparisons to the state wide profile were explored. Teacher perceptions of their job related satisfaction and stress factors were computed for Likert scales ranging from 2 (low) to 10 (high). The overall QTWL score was 6.51. The scale score for satisfaction was 6.18 and for stress 6.84. It was discovered that these teachers had their lowest scores in the areas of, "Student Value of Learning", External Support, and "Professional Worth to Communities". They reported their highest scores as "Distractions to Learning". The QTWLS proved to be a valid instrument for the separate scales of job-related satisfaction and stress but the factor structure of the QTWLS, though similar in many instances, did not duplicate the original studies by Harrington et al (1989). A modified version of the QTWLS is recommended. The results of this study identified factors that impact a teacher's potential to perform optimally. Ultimately such understandings may lead to interventions that contribute to increased student learning in Montana's high needs schools.