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Leroy Butler and Kenny Pruitt
No full textGroup portrait of Leroy Butler, Kenny Pruitt, and two women with palm trees in the distance (black-and-white photograph).https://scholarworks.lib.csusb.edu/bridges-photographs/1326/thumbnail.jp
Kenny and Dean Pruitt with Boyd Epps
No full textGroup portrait of Kenny Pruitt, Dean Pruitt, and Boyd Epps posing with smoking pipes (black-and-white photograph).https://scholarworks.lib.csusb.edu/bridges-photographs/1328/thumbnail.jp
Congregation of the Second Baptist Church
No full textGroup portrait taken by William Vestal of the Second Baptist Church congregation in the early 1950\u27s (black-and-white photograph).
Front row (left to right): Dolores Meadows, Margie Meadows, Naomi Ivory, Ronnie Meadows Caesar Hangan, Rev Charles Hopkins, Mr. King, Mr. John Hangan, Mr. Wright, Mr. Hughes
Second row (left to right): Louise Butler, Marian Meadows, Clabe Hangan, Kenny Pruitt, John Thomas, Demorris Thomas, Lebertha Thomas, Mr. Hannah, Mrs. Fortson, unknown
Third row (left to right): Lorraine Butler, unknown.
Third row (right to left): unknown (maybe Robert Burton Jr.), Loretta Davis, Mr. Noble Davis, Mr. J.H. Scotland, Walter Thomas.
Fourth row: center left Mr. Curtis (tan suit), right Mrs King (lady with head cocked right), last row on right Mrs Hopkins (lady with black dress pearls seated), left door Mrs. Alberta Lewis (lady with hat at right), last row seated left Joe Meadows Sr. (man with sun glasses), middle door Frankie Pruitt (woman with glasses smiling), girl standing in front of her Dorothy Owens (wearing white), tall man standing to the right Edward Butler (in dark grey suit), child to right Clarence Butler, to right Lynell Butler (in white), far right Beatrice Meadows and Claude Thomas
[Description courtesy of Clarence Butler]https://scholarworks.lib.csusb.edu/bridges-photographs/1318/thumbnail.jp
THE IMPACT OF WELLNESS PROGRAMS ON TEACHER STRESS AND COPING
Get PDFThis qualitative study explored the lived experiences of ten secondary-level educators and their perceptions of work-related stress and wellness programs as a coping mechanism. Participants were middle and high school teachers in one school district in the Pacific Northwest that has a wellness program. Through semi-structured interviews, it employs a transcendental phenomenological analysis to merge participants’ experiences with Lazarus and Folkman’s (1987) Transactional Model of Stress and Coping. The research underscores the need for systemic changes to address teacher stress and well-being before wellness programs can serve as an effective coping mechanism. Critical themes found are High Workload and Time Constraints, Physical and Emotional Strain, Isolation and Need for Community, Changing Student Behavior and Mental Health Challenges Post-COVID-19, Positive Impact of Socially Oriented Wellness Programs, Wellness Programs as an Underutilized or Inconsistent Resource, Suggestions for Improvement, and Needs for Administrative and District Support. These themes emphasize the pervasive issue of stress on teacher well-being. The findings call for systemic reforms in education to address the epidemic of stress impacting teacher health