Stress can be a significant issue for teachers. Collie, Shapka, and Perry (2012) found “...various international studies have shown that up to one third of teachers are stressed or extremely stressed” (p. 1190). Some of the major factors causing this are “...factors of pay, morale, and increased workload resulting in lack of time to teach and plan” (Day & Smethem, 2009, p. 146; Fernet, Guay, Senecal, & Austin, 2011, p. 516). One study found “...two types of stress that have consistently been mentioned in the literature are stress related to students’ behavior and discipline and stress related to workload” (Collie, et al., 2012, p. 1190). Research has revealed that the way teachers perceive the school climate directly predicts their levels of
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Collie, et al. (2010) found that “...there are four dimensions of school climate: physical and social-emotional safety, quality of teaching and learning, relationships and collaboration, and the structural environment” (p. 1191). One result of poor school climate is the rising numbers of teacher sick days (Dana, 2014, p. 103), and the number of teachers leaving or planning to leave the profession” (Fullen, 2001). School climate is also associated with clear and consistent communication as schools move toward teacher accountability (Fullen, 2001).
Duncan (2009) claimed that teachers are treated like ‘factory workers’ who are incapable of making decisions for themselves concerning what is best for those within his or her classroom; teachers need to be supervised by everyone from “...the state legislature down to the school principal” (p. 2). By not allowing teacher autonomy, the teacher cannot feel capable of doing the job effectively. Unfortunately, teaching as a profession is often looked down on by the …show more content…
In an earlier study, Ellenberg (1972) found little evidence that incentives effected the performance of elementary and middle- school teachers; however, high schools showed a significant improvement. Money is not the only type of reward valued by the self-actualized teacher. Heneman, et al. (2007) found that “non- monetary rewards are also valued by teachers, such as leadership opportunities and taking part in decision- making at the administrative and building levels” (p. 10).
Government sponsored grants have been created to assist school districts in implementing incentive rewards. The Teacher Incentive Fund (TIF) grant is a system that is designed to reward the best teachers in a school monetarily and with leadership opportunities (U.S. Department of Education, 2014). There are other grants, such as the TEACH grant, that provide similar opportunities. While Watson (2010) found that school districts benefit from such grants, it is of vital importance that “districts manage these types of partnerships with care, thoughtfulness, and good communication” (p. 10). Watson (2010) also cautioned that if managed poorly, the good intended by the grants is lost, and teachers end up feeling resentful. Muralidaran (2009) found that at the end of two years, TIF schools performed significantly better on standardized tests than schools who did not participate. However, many teachers have expressed negative feelings about the
Collie, et al. (2010) found that “...there are four dimensions of school climate: physical and social-emotional safety, quality of teaching and learning, relationships and collaboration, and the structural environment” (p. 1191). One result of poor school climate is the rising numbers of teacher sick days (Dana, 2014, p. 103), and the number of teachers leaving or planning to leave the profession” (Fullen, 2001). School climate is also associated with clear and consistent communication as schools move toward teacher accountability (Fullen, 2001).
Duncan (2009) claimed that teachers are treated like ‘factory workers’ who are incapable of making decisions for themselves concerning what is best for those within his or her classroom; teachers need to be supervised by everyone from “...the state legislature down to the school principal” (p. 2). By not allowing teacher autonomy, the teacher cannot feel capable of doing the job effectively. Unfortunately, teaching as a profession is often looked down on by the …show more content…
In an earlier study, Ellenberg (1972) found little evidence that incentives effected the performance of elementary and middle- school teachers; however, high schools showed a significant improvement. Money is not the only type of reward valued by the self-actualized teacher. Heneman, et al. (2007) found that “non- monetary rewards are also valued by teachers, such as leadership opportunities and taking part in decision- making at the administrative and building levels” (p. 10).
Government sponsored grants have been created to assist school districts in implementing incentive rewards. The Teacher Incentive Fund (TIF) grant is a system that is designed to reward the best teachers in a school monetarily and with leadership opportunities (U.S. Department of Education, 2014). There are other grants, such as the TEACH grant, that provide similar opportunities. While Watson (2010) found that school districts benefit from such grants, it is of vital importance that “districts manage these types of partnerships with care, thoughtfulness, and good communication” (p. 10). Watson (2010) also cautioned that if managed poorly, the good intended by the grants is lost, and teachers end up feeling resentful. Muralidaran (2009) found that at the end of two years, TIF schools performed significantly better on standardized tests than schools who did not participate. However, many teachers have expressed negative feelings about the