東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

New Perspectives on Faculty Stress : = Its Relationship with Work Engagement, Teaching Effectiveness, and Program Preferences to Manage Stress.

Record Type:	Electronic resources : Monograph/item
Title/Author:	New Perspectives on Faculty Stress :/
Reminder of title:	Its Relationship with Work Engagement, Teaching Effectiveness, and Program Preferences to Manage Stress.
Author:	Alvarenga, Rocio.
Description:	1 online resource (189 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 82-08, Section: B.
Contained By:	Dissertations Abstracts International82-08B.
Subject:	Higher education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28155079click for full text (PQDT)
ISBN:	9798569917730

New Perspectives on Faculty Stress : = Its Relationship with Work Engagement, Teaching Effectiveness, and Program Preferences to Manage Stress.
Alvarenga, Rocio.

New Perspectives on Faculty Stress :Its Relationship with Work Engagement, Teaching Effectiveness, and Program Preferences to Manage Stress. - 1 online resource (189 pages)

Source: Dissertations Abstracts International, Volume: 82-08, Section: B.

Thesis (Ed.D.)--The University of Texas at El Paso, 2020.

Includes bibliographical references

The purpose of the study was to analyze faculty stress with three interrelated parts. First, the study examined the relationship between work engagement, stress factors, stress outcomes, and faculty characteristics. Next, the study analyzed the relationship between students' perception of faculty stress, faculty teaching effectiveness, class size, and student classification. Finally, the study investigated faculty preferences for health and wellness programs in the workplace. The study used two anonymous online questionnaires to collect data from 45 faculty participants and 119 student participants from a U.S. public, four-year research university. For faculty, the results demonstrated statistically significant strong relationships between all the stress factors and outcomes indicating faculty who experience any of these stressors are more likely to disengage from work. Work disengagement, stress factors, and stress outcomes had statistically significant correlations with age, tenure status, and gender. Younger faculty are more likely to experience burnout, issues with cognitive concerns, and disengage from work tasks. Non-tenure-track faculty are more likely to disengage from work, experience higher levels of stress and burnout, and experience physical, cognitive, and mental health concerns. The results also indicated that female faculty are more likely to present with cognitive concerns. For students, the study found that students are more likely to perceive a faculty member is less effective when the faculty member is perceived as sad or tense. Students are also more likely to perceive faculty who display sadness as the class size increases or as students move up in classification. The study fills gaps that enhance the understanding of faculty stress and various dimensions that contribute to work disengagement, teaching effectiveness, and managing stress.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798569917730Subjects--Topical Terms:

641065
Higher education.
Subjects--Index Terms:

Faculty mental healthIndex Terms--Genre/Form:

542853
Electronic books.

New Perspectives on Faculty Stress : = Its Relationship with Work Engagement, Teaching Effectiveness, and Program Preferences to Manage Stress.
LDR:03653nmm a2200529K 4500 001 2361324
005 20231019120555.5
006 m o d
007 cr mn ---uuuuu
008 241011s2020 xx obm 000 0 eng d
020 $a 9798569917730
035 $a (MiAaPQ)AAI28155079
035 $a AAI28155079
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Alvarenga, Rocio. $3 3701981
245 1 0 $a New Perspectives on Faculty Stress : $b Its Relationship with Work Engagement, Teaching Effectiveness, and Program Preferences to Manage Stress.
264 0 $c 2020
300 $a 1 online resource (189 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 82-08, Section: B.
500 $a Advisor: Arellano, Eduardo C.
502 $a Thesis (Ed.D.)--The University of Texas at El Paso, 2020.
504 $a Includes bibliographical references
520 $a The purpose of the study was to analyze faculty stress with three interrelated parts. First, the study examined the relationship between work engagement, stress factors, stress outcomes, and faculty characteristics. Next, the study analyzed the relationship between students' perception of faculty stress, faculty teaching effectiveness, class size, and student classification. Finally, the study investigated faculty preferences for health and wellness programs in the workplace. The study used two anonymous online questionnaires to collect data from 45 faculty participants and 119 student participants from a U.S. public, four-year research university. For faculty, the results demonstrated statistically significant strong relationships between all the stress factors and outcomes indicating faculty who experience any of these stressors are more likely to disengage from work. Work disengagement, stress factors, and stress outcomes had statistically significant correlations with age, tenure status, and gender. Younger faculty are more likely to experience burnout, issues with cognitive concerns, and disengage from work tasks. Non-tenure-track faculty are more likely to disengage from work, experience higher levels of stress and burnout, and experience physical, cognitive, and mental health concerns. The results also indicated that female faculty are more likely to present with cognitive concerns. For students, the study found that students are more likely to perceive a faculty member is less effective when the faculty member is perceived as sad or tense. Students are also more likely to perceive faculty who display sadness as the class size increases or as students move up in classification. The study fills gaps that enhance the understanding of faculty stress and various dimensions that contribute to work disengagement, teaching effectiveness, and managing stress.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Higher education. $3 641065
650 4 $a Health sciences. $3 3168359
650 4 $a Educational administration. $3 2122799
650 4 $a Educational leadership. $3 529436
650 4 $a Mental health. $3 534751
650 4 $a Cognitive psychology. $3 523881
650 4 $a Research. $3 531893
650 4 $a Behavior. $3 532476
650 4 $a Success. $3 518195
650 4 $a Curricula. $3 3422445
650 4 $a Demographics. $3 3540640
650 4 $a Gender. $3 2001319
650 4 $a Families & family life. $3 3422406
650 4 $a Emotions. $3 524569
650 4 $a Ecology. $3 516476
650 4 $a Perceptions. $3 3435328
650 4 $a Age. $3 1486010
650 4 $a Hypotheses. $3 3560118
650 4 $a Blood pressure. $3 661055
650 4 $a Headaches. $3 3683533
650 4 $a Hypertension. $3 825110
650 4 $a Classification. $3 595585
650 4 $a Preferences. $3 3560350
650 4 $a Learning. $3 516521
653 $a Faculty mental health
653 $a Faculty physical health
653 $a Faculty stress
653 $a Health and wellness
653 $a Teaching effectiveness
653 $a Work disengagement
653 $a Stress management
653 $a Student perceptions
653 $a Cognitive concerns
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0745
690 $a 0566
690 $a 0624
690 $a 0454
690 $a 0514
690 $a 0449
690 $a 0633
690 $a 0347
690 $a 0629
690 $a 0329
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a The University of Texas at El Paso. $b Ed. Leadership & Admin.. $3 2104398
773 0 $t Dissertations Abstracts International $g 82-08B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28155079 $z click for full text (PQDT)