The administrator's role in reducing stressors in the school environment as identified by teachers in charter schools
type: CreativeWork
description: Washington, Precious Stress is experienced by many in education; administrator assistance provided to teachers varies. Systems and strategies for delivering help must be strategically implemented and developed. An environment of trust and rapport should be considered, so those in need feel safe requesting or accessing support. This study investigates the administrator's role in reducing stressors in the school environment as identified by teachers in charter schools. Specifically, the outcomes of the research answer the following questions: 1. What do teachers say about stress in their work environment? 2. What teachers say administrators could do to mitigate their stress in the school environment? A qualitative research design was used to gather information for this study, and Participatory Action Research informed the design. A questionnaire was administered to twenty-six participants from a population sample of schools in the City of Milwaukee. An interview was also conducted with five teachers from the target population of seven schools chartered by the City. The findings revealed five significant themes surrounding teacher experiences with stressors in their environment: How teachers' voice is utilized in the school, stress causes, decision-making processes, support systems provided to teachers, and administrative awareness surrounding teacher stressors. The themes are discussed and analyzed using the words: voice, stress causes, decision making, support, and administrative awareness. These themes were analyzed and interpreted alongside the theoretical framework of external and internal stress causes and risk and protective factors that help mitigate stressors within the environment. The analyses revealed high percentages of teachers who identified external stressors and administrator awareness as risk and protective factors that were effective within the work environment for them as teachers. It was discovered that if protective factors are in place and outwei…
abstract: Washington, Precious Stress is experienced by many in education; administrator assistance provided to teachers varies. Systems and strategies for delivering help must be strategically implemented and developed. An environment of trust and rapport should be considered, so those in need feel safe requesting or accessing support. This study investigates the administrator's role in reducing stressors in the school environment as identified by teachers in charter schools. Specifically, the outcomes of the research answer the following questions: 1. What do teachers say about stress in their work environment? 2. What teachers say administrators could do to mitigate their stress in the school environment? A qualitative research design was used to gather information for this study, and Participatory Action Research informed the design. A questionnaire was administered to twenty-six participants from a population sample of schools in the City of Milwaukee. An interview was also conducted with five teachers from the target population of seven schools chartered by the City. The findings revealed five significant themes surrounding teacher experiences with stressors in their environment: How teachers' voice is utilized in the school, stress causes, decision-making processes, support systems provided to teachers, and administrative awareness surrounding teacher stressors. The themes are discussed and analyzed using the words: voice, stress causes, decision making, support, and administrative awareness. These themes were analyzed and interpreted alongside the theoretical framework of external and internal stress causes and risk and protective factors that help mitigate stressors within the environment. The analyses revealed high percentages of teachers who identified external stressors and administrator awareness as risk and protective factors that were effective within the work environment for them as teachers. It was discovered that if protective factors are in place and outwei…
author: Washington, Precious
language: English
keywords: Teachers--Job stress--Prevention, School administrators
date published: 2022
date modified: 2026-07-27T18:44:28Z
provider: Alverno College
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Alverno College