دانلود مقاله ISI انگلیسی شماره 58801
عنوان فارسی مقاله

خطرات کلاس درس و منابع: فرسودگی شغلی معلم، کیفیت کلاس درس و تنظیم کودکان در نیازهای بالا مدارس ابتدایی

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
58801 2015 21 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Classroom risks and resources: Teacher burnout, classroom quality and children's adjustment in high needs elementary schools
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Journal of School Psychology, Volume 53, Issue 5, October 2015, Pages 337–357

کلمات کلیدی
کیفیت رابطه معلم و کودک؛ کیفیت دوستی؛ تعامل مدرسه؛ فرسودگی شغلی معلم؛ کیفیت کلاس درس؛ رفتارهای برونگرایی
پیش نمایش مقاله
پیش نمایش مقاله خطرات کلاس درس و منابع: فرسودگی شغلی معلم، کیفیت کلاس درس و تنظیم کودکان در نیازهای بالا مدارس ابتدایی

چکیده انگلیسی

The current paper presents two related sets of findings on the classroom context in high needs elementary schools. First, we investigated change over one school term in teacher burnout (emotional exhaustion, depersonalization, personal accomplishment) and classroom quality (emotional and instructional support, organization) and assessed the degree to which burnout and classroom quality co-varied over the term with each other and with aggregate externalizing behaviors (average child externalizing behaviors in the classroom). These analyses describe the classroom context in which the children are nested. Second, we examined change over one school term in children's social adjustment (relationship quality with teachers and friends) and academic adjustment (school engagement, literacy skills) and assessed how adjustment co-varied over time with child externalizing behaviors and was predicted by teacher burnout, classroom quality and aggregate externalizing behaviors. These models were tested with a sample of low-income, ethnically diverse children in kindergarten to grade 3 and their teachers. The children and teachers were assessed three times over one school term. Personal accomplishment co-varied positively with overall classroom quality. Reciprocally, classroom organization co-varied positively with overall teacher burnout. Aggregate externalizing behaviors co-varied positively with depersonalization and negatively with personal accomplishment and overall classroom quality, including emotional support and organization. In turn, teacher burnout interacted with aggregate externalizing behaviors to predict change in child social and academic adjustment. Alternatively, classroom quality interacted with aggregate and child externalizing behaviors to predict change in child social and academic adjustment.

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