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West Ashley Library
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Phone: (843) 766-6635
Folly Beach Library
9 a.m. - 5:30 p.m.
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Edgar Allan Poe/Sullivan's Island Library
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Wando Mount Pleasant Library
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Phone: (843) 805-6888
Village Library
9 a.m. - 6 p.m.
Phone: (843) 884-9741
St. Paul's/Hollywood Library
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McClellanville Library
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Hurd/St. Andrews Library
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Teacher Stress and Supports, Classroom Practices and Student Outcomes in High Poverty Urban Elementary Schools
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- Author(s): Elliott, Amanda (ORCID
Elliott, Amanda (ORCID 0000-0003-2106-9464 ); Reddy, Linda A. (ORCIDReddy, Linda A. (ORCID 0000-0001-8314-2810 ); Lekwa, Adam J. (ORCIDLekwa, Adam J. (ORCID 0000-0002-6870-7948 ); Fingerhut, Joelle (ORCIDFingerhut, Joelle (ORCID 0000-0002-8237-7578 )- Language:
English- Source:
Psychology in the Schools. 2024 61(1):29-42.- Publication Date:
2024- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: [email protected]; Web site: https://www.wiley.com/en-us
- Peer Reviewed: Y
- Source: 14
- Education Level: Elementary Education
- Subject Terms:
- Accession Number: 10.1002/pits.23023
- ISSN: 0033-3085
1520-6807 - Abstract: The current study examined teacher competence and contextual factors associated with teacher-reported stress in low-income urban elementary schools. Using a sample of 106K-5th grade teachers from 14 low-income urban elementary schools, associations between observed use of instructional and behavior management practices, teacher-reported stress, perceived instrumental and emotional supports, class-wide student academic performance, and behavioral functioning were examined. Teacher-reported stress was significantly related to perceived emotional support, instrumental support, class-wide student academic performance, and class-wide student behavioral functioning. Instrumental and emotional supports, observed instructional and behavioral management practices, and class-wide student academic and behavioral functioning jointly predicted teacher stress. Results from a dominance analysis identified class-wide behavioral functioning, and emotional and instrumental support as the strongest predictors of teacher stress. Study limitations and implications for research and practice are discussed.
- Abstract: As Provided
- Publication Date: 2023
- Accession Number: EJ1403751
- Availability:
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