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

Employee assistance programs: Teache...

Howard, Judith Hart,

Linked to FindBook

Google Book

Amazon

博客來

Employee assistance programs: Teachers' perceptions about their utilization and principals' perceptions of their utility /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Employee assistance programs: Teachers' perceptions about their utilization and principals' perceptions of their utility // Judith Hart Howard.
Author:	Howard, Judith Hart,
Description:	1 electronic resource (195 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 54-02, Section: A.
Contained By:	Dissertations Abstracts International54-02A.
Subject:	School administration. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9224303
ISBN:	9798208516263

Employee assistance programs: Teachers' perceptions about their utilization and principals' perceptions of their utility /
Howard, Judith Hart,

Employee assistance programs: Teachers' perceptions about their utilization and principals' perceptions of their utility /Judith Hart Howard. - 1 electronic resource (195 pages)

Source: Dissertations Abstracts International, Volume: 54-02, Section: A.

Employee assistance programs (EAPs) offered to teachers address a variety of problems--substance abuse, marital, familial, and emotional. Individuals who experience any of these problems may find that their work performance suffers. One major way for teachers to get help from an EAP is to self-refer. An EAP also provides a resource for principals to use when confronting problem employees. EAP statistics show a low percentage of teachers use the services of their EAPs. This study's intent was to investigate reasons for the low utilization. Data collection involved two researcher-constructed questionnaires. The Survey of Teachers' Perceptions of EAP Utilization, was administered to a stratified random sample of 150 kindergarten through 12th-grade public school teachers who have access to an EAP. The questionnaire elicited information from teachers on possible reasons why teachers do not choose to utilize the EAP and for types of problems teachers would consider using the EAP. Gender and years of teaching experience were the two demographic variables incorporated into the survey design. The Survey of Principals' Perceptions on Supervising the Troubled Teacher, was administered to all 20 principals of the school district used to obtain the teacher sample. The principal questionnaire elicited information in three areas: factors influencing the principals' ability to identify troubled teachers, beliefs preventing principals from confronting poorly-performing teachers, and factors hindering principals from recommending the EAP to troubled teachers. Gender and years of supervisory experience were the two demographic variables incorporated into the survey design. Results of the study indicated that teachers perceived as the most inhibiting factors to EAP utilization the lack of principal confrontation, fear of parents finding out, teachers acting as self-counselors, lack of knowledge about the EAP, and fear of confidentiality. Principals held three beliefs that might inhibit EAP referral--prior principal's poor documentation of the teacher's problem, friendship with a troubled teacher, and the teacher's adverse emotional reactions after confrontation.

English

ISBN: 9798208516263Subjects--Topical Terms:

3172164
School administration.

Employee assistance programs: Teachers' perceptions about their utilization and principals' perceptions of their utility /
LDR:03560nmm a22003973i 4500 001 2401807
005 20250522102112.5
006 m o d
007 cr|nu||||||||
008 251215s1992 miu||||||m |||||||eng d
020 $a 9798208516263
035 $a (MiAaPQD)AAI9224303
035 $a AAI9224303
035 $a 2401807
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Howard, Judith Hart, $e author. $3 3772019
245 1 0 $a Employee assistance programs: Teachers' perceptions about their utilization and principals' perceptions of their utility / $c Judith Hart Howard.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1992
300 $a 1 electronic resource (195 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: 54-02, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisors: Clouse, R. Wilburn.
502 $b Ed.D. $c Peabody College for Teachers of Vanderbilt University $d 1992.
520 $a Employee assistance programs (EAPs) offered to teachers address a variety of problems--substance abuse, marital, familial, and emotional. Individuals who experience any of these problems may find that their work performance suffers. One major way for teachers to get help from an EAP is to self-refer. An EAP also provides a resource for principals to use when confronting problem employees. EAP statistics show a low percentage of teachers use the services of their EAPs. This study's intent was to investigate reasons for the low utilization. Data collection involved two researcher-constructed questionnaires. The Survey of Teachers' Perceptions of EAP Utilization, was administered to a stratified random sample of 150 kindergarten through 12th-grade public school teachers who have access to an EAP. The questionnaire elicited information from teachers on possible reasons why teachers do not choose to utilize the EAP and for types of problems teachers would consider using the EAP. Gender and years of teaching experience were the two demographic variables incorporated into the survey design. The Survey of Principals' Perceptions on Supervising the Troubled Teacher, was administered to all 20 principals of the school district used to obtain the teacher sample. The principal questionnaire elicited information in three areas: factors influencing the principals' ability to identify troubled teachers, beliefs preventing principals from confronting poorly-performing teachers, and factors hindering principals from recommending the EAP to troubled teachers. Gender and years of supervisory experience were the two demographic variables incorporated into the survey design. Results of the study indicated that teachers perceived as the most inhibiting factors to EAP utilization the lack of principal confrontation, fear of parents finding out, teachers acting as self-counselors, lack of knowledge about the EAP, and fear of confidentiality. Principals held three beliefs that might inhibit EAP referral--prior principal's poor documentation of the teacher's problem, friendship with a troubled teacher, and the teacher's adverse emotional reactions after confrontation.
546 $a English
590 $a School code: 0074
650 4 $a School administration. $3 3172164
650 4 $a Academic guidance counseling. $3 3422411
650 4 $a Educational administration. $3 2122799
650 4 $a School counseling. $3 2144793
690 $a 0514
690 $a 0624
690 $a 0519
710 2 $a Peabody College for Teachers of Vanderbilt University. $e degree granting institution. $3 3772020
720 1 $a Clouse, R. Wilburn $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 54-02A.
790 $a 0074
791 $a Ed.D.
792 $a 1992
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9224303