Abstract

The purpose of this exploratory phenomenology investigation was to understand what were Hispanic teachers' experiences with their occupational stressors while working in Title I elementary schools. Specifically, this investigation used a self-compassion theoretical framework to explore the emotional stressors of the participants (N = 19) and how they cope to mitigate their feelings of burnout. Purposeful sampling was used to recruit Hispanic teachers from three Title I elementary schools within the same school district in Central Florida. The data were collected through individual interviews with the Hispanic teachers who volunteered to participate in the study. All data were recorded, transcribed, and analyzed for themes following Colaizzi's (1978) methods. Trustworthiness measures employed throughout the investigation included the use of (a) clear articulation of methods in order to protect the integrity of the data, (b) reflection on the researcher's positionality and pre-conceived notions about the participants' experiences by using bracketing, (c) analyst triangulation of the collected data with peer debriefers, (d) member checking, and (e) a thorough description of previous literature (Creswell, 2013; Marshall & Crossman, 2006; Moustakas, 1994; Patton, 2015). Five themes emerged from the data analyses: (a) general stressors, (b) emotional stressors, (c) cultural stressors, (d) coping skills, and (e) teachers' recommendations for administrators. The five themes aligned with previous research findings, offering significant implications for future research, teacher and counselor educators, and school personnel. Specifically, findings from this investigation contribute to the literature by providing an increased understanding of cultural and emotional stressors experienced by Hispanic teachers in Title I elementary schools.

Graduation Date

2017

Semester

Spring

Advisor

Lambie, Glenn

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education and Human Performance

Degree Program

Education; Counselor Education

Format

application/pdf

Identifier

CFE0006663

URL

http://purl.fcla.edu/fcla/etd/CFE0006663

Language

English

Release Date

May 2017

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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