PLAGIARISM SCAN REPORT

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Moreover, National Association of School Psychologists (2009) suggests recommendations for supporting teachers in
stressful times. In stressful times, the principals should; Validate the current feelings of teachers Provide emotional support
Emphasize the importance of maintaining consistent classroom schedules and routines Maintain behavioral expectations
Help teachers focus on the positive accomplishments Support teachers in being flexible and knowing limitations Provide
activities that allow staff and students to connect with each other Create opportunities for teachers to support each other
National Education Association (2006) highlights the strategies that principals and schools can use in order to provide general
organizational support, to eliminate the stressors for teachers and to help teachers in managing stress that is inevitable in
their profession. The principals should use the following strategies in order to improve schools’ working conditions, which in
turn serve to directly reduce the occurrence of stressors that can effect negatively towards teachers. Appropriate and Fair
Teaching Assignments Collaborative Work with Colleagues Extra Support for New Teachers Supports for Working with
Students Curricular Support in an Era of High Standards Sufficient Resources and Materials Ongoing Professional
Development Expanded Influence and Career Growth Safe, Well-Equipped Facilities Schools can implement a number of
organizational strategies that seek to reduce teachers’ work-related stress. Principals and other administrators need to
consider how to provide support to teachers through effective personal management strategies along with conscientious
school management strategies. Goodenow (1993) stated that the effects of stress on individual teacher affect the classroom
environment and learning and suggested that principals should be particularly concerned about the effect of teacher stress
on the academic outcomes for their students. When teachers are stressed, they are often irritable, impatient, and easily
frustrated by their students and, thus, are unable to provide the necessary support to help students succeed in the
classroom and beyond (Kipps Vaughan, 2013). Types of Principals’ Support for Work-related Stress Management of Teachers
According to House (1981), typology of principals’ support contains four distinctive types of social support which have
different causes and consequences with each other. These four separate types of support are clarified by: Emotional support,
Instrumental support, Informational support and Appraisal support. Based on House’s conceptual framework of social
support, Littrell and Billingsley (1994) created constitutive and operational measures of social support in schools, Emotional
support, Instrumental support, Informational support and Appraisal support. Etzion (1984) stated that principals can express
social support in four ways by showing emotional concern or empathy, practical assistance, informational support or
appraisal (i.e. various types of social support). According to Cobb (1976), there are three areas of principals’ support. These
are (a) instrumental support or counseling, (b) "active" support or mothering, and (c) "material" support or goods and
services. According to Kahn and Antonucci (1980), social support comprises of three key elements: affect, affirmation and aid.
According to DiPaola (2012), the concept of principals’ support composed of two related dimensions—expressive and
instrumental. Expressive support consists of emotional and professional support teachers perceive. While instrumental
support is the extent to which teachers perceive their principal as providing support in terms of time, resources, and
constructive feedback. Instrumental support is the degree of instrumental support and appraisal support. All of the areas and
components of principals’ support are aligned with dimensions identified by House (1981). Therefore, in this study, principals’
support is measured based on four types of principals’ support for work-related stress management of teachers: emotional
support, instrumental support, informational support and appraisal support. Emotional Support Emotional support involves
providing empathy, caring, love, and trust (House, 1981). Frequently, individuals consider other people as being "supportive"
towards them when they receive emotional support from those people. Besides, Littrell and Billingsley (1994) constitutively
defined emotional support as showing appreciation, keeping open lines of communication, encouraging colleague support
and recognizing teacher’s ideas. National Association of School Psychologists (2009) suggested the principals should validate
and recognizing teacher’s ideas. National Association of School Psychologists (2009) suggested the principals should validate
the current feelings of teachers to reduce teachers’ stress in stressful situation. Validating teacher’s feeling and
acknowledging how challenging issues are overcome are the most powerful tools to help teachers through stressful time.
Therefore, the principals should provide the opportunities to open dialogue for teachers to feel comfortable by discussing
their concerns and problems. Hughes (2012) described that emotional support can be provided by showing approval towards
teachers and includes positive interactions, job recognition, and being present around teachers by observing and interacting
to them, as well as in the form of listening and being available when they need help. DiPaola (2012) stated that emotional
support takes in the form of giving teachers a sense of importance that they make a difference, supporting teachers’
decisions, being trust teachers judgment in making classroom decisions and showing confidence in teachers’ actions.
Listening, validating concerns, highlighting successes (e.g., recognition in a staff meeting) can help teachers feel validated and
appreciated. Principals can provide emotional support for teachers in the form of listening to and validating concerns,
highlighting successes and acknowledging new initiatives (National Education Association, 2006).

Sources Similarity

Supporting Teachers During

provide activities that allow staff and students to connect. with each other. breakfast to promote staff
togetherness.two teachers actually share students and divide up the work by groups based on. learning
needs. partnering can reduce the preparatory work for each class and. 20%
https://www.gssaweb.org/wp-content/uploads/2015/04/Supporting-Teachers-During-Times-of-Change-
and-Stress-1.pdf

After listening to frequent complaints - PDF

When teachers are stressed, they are often irritable, impatient, and easily frustrated by their students (Brock
& Grady, 2000) and, thus, are unable to provide the necessary support to help students succeed in the 5%
classroom and beyond. The middle school environment varies significantly...
https://docplayer.net/23251053-After-listening-to-frequent-complaints.html

Research Tools - Dr. Michael F. DiPaola

expressive support is the degree of emotional and professional support teachers perceive, while
instrumental support is the extent to which teachers perceive their principal as providing support in terms of 4%
time, resources, and constructive feedback. pdf links
https://wmpeople.wm.edu/site/page/mfdipa/researchtools

And validating a measure | EXPRESSIVE SUPPORT

support in schools, specifically the principal’s support of teachers. They constitutively defined emotional
support as showing appreciation, keep-ing open lines of communication, encouraging colleague support and 4%
recognizing teacher’s ideas. Instrumental support is providing resources...
https://wmpeople.wm.edu/asset/index/mfdipa/conceptualizingandvalidatingameasureofprincipalsupport