{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/8516"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/8516","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"What is the Experience of Teachers Who Go On Stress Leave and Then Return to Work?","abstract":"This study gathered the stories of four teachers who have experienced stress to a level of burnout and have had to take a temporary leave from work. Through journaling and subsequent interviews, three themes emerged from the stories: efficacy, value, and support. Participants who felt that they were effective at their jobs, were valued by others, and were supported by education stakeholders were less likely to take a stress leave, even in stressful teaching situations. Participants who did not feel effective, valued, and supported felt a sense of displacement. The consequences of displacement were taking a mental health leave from work, despite feeling that there was stigma attached to it. Ultimately, through reflection, participants emerged stronger and more resilient. The study concludes with recommendations for all educational stakeholders to ensure that we take care of our teachers.","abstract_html":"This study gathered the stories of four teachers who have experienced stress to a level of burnout and have had to take a temporary leave from work. Through journaling and subsequent interviews, three themes emerged from the stories: efficacy, value, and support. Participants who felt that they were effective at their jobs, were valued by others, and were supported by education stakeholders were less likely to take a stress leave, even in stressful teaching situations. Participants who did not feel effective, valued, and supported felt a sense of displacement. The consequences of displacement were taking a mental health leave from work, despite feeling that there was stigma attached to it. Ultimately, through reflection, participants emerged stronger and more resilient. The study concludes with recommendations for all educational stakeholders to ensure that we take care of our teachers.","abstract_has_math":false,"creators":["Schafer, Christie Deleigh"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Master of Education (MEd)","degree_level":"Master's","degree_discipline":"Curriculm and Instruction","degree_department":null,"school":null,"contributors":[],"advisors":["Spooner, Marc"],"committee_chairs":[],"committee_members":["Montgomery, Ken","Salm, Twyla","Lewis, Patrick"],"year":2018,"date_issued":"2018-07","date_published":"2018-07","updated_at":"2026-07-24T04:03:36Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4301"],"render_values":[{"text":"https://doi.org/10.82465/4301","href":"https://doi.org/10.82465/4301","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/8516","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Spooner, Marc"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Montgomery, Ken","Salm, Twyla","Lewis, Patrick"]},{"key":"dc:creator","label":"Author","values":["Schafer, Christie Deleigh"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2018-12-05T17:59:44Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2018-12-05T17:59:44Z"]},{"key":"dc:date.issued","label":"Date","values":["2018-07"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculm and Instruction"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Education (MEd)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/4301"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/8516"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Master of Education in Curriculum & Instruction, University of Regina. vi, 139 p."]},{"key":"dc:description.abstract","label":"Abstract","values":["This study gathered the stories of four teachers who have experienced stress to a level of burnout and have had to take a temporary leave from work. Through journaling and subsequent interviews, three themes emerged from the stories: efficacy, value, and support. Participants who felt that they were effective at their jobs, were valued by others, and were supported by education stakeholders were less likely to take a stress leave, even in stressful teaching situations. Participants who did not feel effective, valued, and supported felt a sense of displacement. The consequences of displacement were taking a mental health leave from work, despite feeling that there was stigma attached to it. Ultimately, through reflection, participants emerged stronger and more resilient. 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