Faculty of Graduate Studies and Research, University of Regina
What is the Experience of Teachers Who Go On Stress Leave and Then Return to Work?
Abstract
dc:description.abstractThis 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.
Degree
thesis:*- Name thesis:degree_name
- Master of Education (MEd)
- Level thesis:degree_level
- Master's
- Discipline thesis:degree_discipline
- Curriculm and Instruction
- Grantor dc:publisher
- Faculty of Graduate Studies and Research, University of Regina
- Year dc:date.issued
- 2018
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Schafer, Christie Deleigh
- Advisor dc:contributor.advisor
-
- Spooner, Marc
- Committee members dc:contributor.committeemember
-
- Montgomery, Ken
- Salm, Twyla
- Lewis, Patrick
Rights
- Language dc:language.iso
- en
Identifiers
dc:identifier.*- OAI identifier oai:identifier
- oai:uregina.scholaris.ca:10294/8516