Engineer to Educator

2019 ◽  
pp. 63-67
Author(s):  
Sara B. Smith
Keyword(s):  
High School ◽  
Present State ◽  
Gifted And Talented ◽  
School Teacher ◽  
High School Teacher ◽  
Status Quo ◽  
Current Status ◽  
Highly Qualified ◽  
The Status

In this chapter, the author traces her path from youth all the way through her current status as a high school teacher. The author describes some of the benefits and difficulties experienced as a gifted and talented adult who has found herself in the role of teacher. The hope is that some of what she shares will stimulate thought and discussion about the present state of education and how to hold on to truly highly qualified educators. Our students need great teachers; teachers who are passionate, knowledgeable, and who are not afraid to push the status quo. Gifted and talented educators can provide a tough, lasting education. We can teach students more than the content. At the same time we are nurturing our students, we, too, need to be nurtured.

Profiling the Canadian High School Teacher-Coach: A National Survey

2016 ◽  
Vol 3 (2) ◽  
pp. 145-155 ◽  
Author(s):  
Martin Camiré ◽  
Meredith Rocchi ◽  
Kelsey Kendellen
Keyword(s):  
High School ◽  
School Administrators ◽  
School Teacher ◽  
High School Teacher ◽  
Work Conditions ◽  
National Sample ◽  
Small Samples ◽  
The Status ◽  
Canadian Provinces ◽  
Academic Year

Each academic year, a large number of teachers voluntarily assume coaching positions in Canadian high schools and thus undertake the dual role of teacher-coach. To date, much of the scholarship on teacher-coaches has been conducted with small samples of participants and as such, the conclusions that can be drawn about the status of the Canadian teacher-coach are limited. The purpose of the current study was to profile the Canadian high school teacher-coach using a national sample. A total of 3062 teacher-coaches (males = 2046, 67%) emanating from all Canadian provinces and territories completed a questionnaire examining personal background and work conditions. Results indicated that aspects of teacher-coaches’ personal background significantly influenced the benefits and challenges they perceived from coaching as well as the recommendations they suggested to improve their coaching experience. The recommendations put forth by the teacher-coaches to improve their work conditions must be earnestly considered by school administrators to ensure the long-term viability of the Canadian high school sport system, which is largely sustained by dedicated volunteers.

Emotional Labor in the Dual Role of Teaching and Coaching

2017 ◽  
Vol 121 (5) ◽  
pp. 952-973
Author(s):  
Ye Hoon Lee ◽  
Packianathan Chelladurai ◽  
Chanho Kang
Keyword(s):  
High School ◽  
Emotional Labor ◽  
School Teacher ◽  
High School Teacher ◽  
The United States ◽  
Group Differences ◽  
Surface Acting ◽  
Emotional Displays ◽  
Significant Difference

This study investigated the emotional labor involved in two forms of sport services—teaching and coaching—as perceived by high school teacher–coaches regarding required emotional displays and the use of emotional labor strategies. A total of 403 high school teacher–coaches from 47 states in the United States completed the online questionnaires measuring their perceptions of required emotional displays and their uses of emotional labor strategies in the two occupational roles. Results showed that there was no significant difference in the perception of positive emotional displays as required among participants. However, participants perceived that the expressions of friendliness and cheerfulness were more required in teaching than in coaching. On the other side, negative emotional displays were perceived to be more required in coaching than in teaching. That is, expressing upset, disappointment, anger, unhappiness, and frustration were perceived differently among participants. Also, participants utilized more surface acting when teaching and employed more genuine expression when coaching. The findings of this study highlight that differences do exist in the perception of required emotional displays and the utilization of emotional labor strategies in the two roles of teaching and coaching. These results were discussed in light of the task and group differences between teaching and coaching.

Relationship of High School Teacher Stress to Job Satisfaction

2010 ◽  
Author(s):  
Richard G. Lambert ◽  
Christopher J. McCarthy ◽  
Elizabeth W. Crowe ◽  
Colleen J. McCarthy
Keyword(s):  
High School ◽  
Job Satisfaction ◽  
Teacher Stress ◽  
School Teacher ◽  
High School Teacher ◽  
Relationship Of
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