Female Elementary School Teachers Research Articles

By Chart and Chance and Passion: The Importance of Relational Knowing in Learning to Teach

ABSTRACTThis paper is a narrative drawn from a six-year conversation with two female elementary school teachers as they are learning to teach literacy. The teachers were part of a larger longitudinal investigation on learning to teach that began with their preservice teacher education programs at a research university on the West Coast. This report summarizes conversational data collected in both classrooms during the fifth year. The stories that emerge suggest that program emphases—a cognitive understanding of both the popular and research-based approaches to literacy instruction—was insufficient for teaching multiethnic children in urban classrooms. Rather, Teachers' relational knowing stands out in the narrative. Factors that supported these Teachers' knowing through relationship included opportunities for sustained conversation while learning to teach, a passionate and political belief in themselves and their children as knowledge creators and evaluators, a willingness to create eclectic approaches to...

Gender stereotyping and the training of female elementary school teachers: the experience of Victorian Wales

Gender stereotyping and the training of female elementary school teachers: the experience of Victorian Wales

Teacher stress and health; Examination of a model

Stress in teaching derives from a variety of sources, and evidence exists linking such stress to physical and mental health concerns. Detailed examination of the linkages among personal factors, job stress, job satisfaction and symptomatology have not been done in this occupation, however, and the present study examines a model interrelating these variables. A survey of 245 predominantly female elementary school teachers in southeast Texas suggested that demographic factors and teaching background do not influence stress, satisfaction or health concerns. However, while job stress was the strongest predictor of job satisfaction, this stress had no direct relationship with health problems, an unexpected finding. Write-in responses by teachers indicated additional sources of stress, many of which were environmental or policy-based in nature. The implications of these findings for future research and stress management interventions for teachers are discussed.

Personal and Professional Boundary Attitudes and Effective Group Leadership in Classrooms

ABSTRACT The influence of personal boundary orientation (Boundary and Fusion dimensions of the Personal Boundary Questionnaire) and views on classroom boundary regulation (Classroom Boundary Questionnaire) on effective group leadership was studied by observation in classrooms of 8 male and 22 female elementary school teachers. A preference for higher personal boundaries was associated with a preference for greater regulation of classroom boundaries, which was in turn associated with less boundary-related activity in the classroom. Classrooms with less boundary-related activity had less active deviancy (all correlations p < .05). Tendencies toward fusion were not associated with differences in classroom management attitudes or behavior, but teachers with greater fusion tendencies had classrooms with less work involvement and a social climate characterized by more competition and friction (My Class Inventory scales). Personal and professional boundary attitudes helped to account for differences among teachers as effective group managers.

Commitment: A behavioral approach to job involvement

This study views job involvement and commitment as interchangeable labels for the same job behavior. Work commitment behaviors were defined as a special class of socially acceptable work behaviors that exceed formal and/or normative expectations relevant to work. The main purpose of this study was the development of a measure of work commitment based on this definition. A daily record measured the amount of personal time that each subject devoted to work-related activities beyond the required working day. For a sample of 54 female elementary school teachers, the work commitment measure demonstrated moderate correlations with two attitudinal measures of job involvement and a job satisfaction scale. The feasibility and usefulness of defining and measuring involvement behaviorally were demonstrated.

The Relation of Career Involvement to Persistence in the Teaching Profession among Beginning Female Elementary Teachers

AbstractSs, 81 first year and 62 second year female elementary school teachers, were administered a scale of career involvement in the spring of the school year. This variable, career involvement, was then analyzed in relation to persistence in the teaching profession for a second or third consecutive year. Those teachers who dropped out of the teaching profession after one and two years of teaching differed from those who remained in the profession for a second or third consecutive year on the career involvement variable (p = .01; two tailed).

The Prevalence of Throat Affections among Female Elementary School Teachers in Manchester

The Prevalence of Throat Affections among Female Elementary School Teachers in Manchester