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.
Notes
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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)
STARS Citation
Solomon, Coralis, "Hispanic Teacher's Experiences with Stressors While Working in Title I Schools: A Phenomenological Investigation Using a Self-Compassion Framework" (2017). Electronic Theses and Dissertations. 5379.
https://stars.library.ucf.edu/etd/5379