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Examining Burnout Among Athletic Trainers Employed in the College and Secondary School Settings
No full textBurnout continues to be an important concern for athletic trainers working traditional employment settings. The purpose of this study was to compare the secondary school and collegiate settings in relation to burnout. Both secondary school and collegiate athletic trainers participated in a self-reported, online cross-sectional design (Qualtrics) to collect data on their experiences with burnout. Data collection occurred during the second week of October 2023 and ceased during the early weeks of November. Collegiate athletic trainers reported moderate burnout overall (54.56 ±15.89) on the CBI whereas secondary school athletic trainers reported low burnout overall (46.67 ±16.57). On the personal-related burnout subscale, collegiate athletic trainers scored 61.99 (±17.46), higher than secondary school athletic trainers who had a mean score of 54.62 (±18.11). On the work-related burnout subscale, collegiate athletic trainers scored 58.04 (±16.23), higher than secondary school athletic trainers who had a mean score of 49.26 (±17.65). On the client-related burnout subscale, collegiate athletic trainers had a mean score of 43.09 (±19.83), higher than secondary school athletic trainers with a mean score of 35.68 (±19.94). On average, collegiate athletic trainers reported a score of 7.89 higher than secondary school athletic trainers on the CBI. Collegiate athletic trainers are experiencing moderate amounts of burnout, greater than secondary school athletic trainers who are experiencing lower levels of burnout. College athletic trainers experience higher levels of personal-related burnout, work-related burnout, and client-related burnout than secondary school athletic trainers
Challenges of the Novice Elementary Principal: A Framework for Elementary Principal Onboarding
No full textThe purpose of this qualitative, multisite phenomenological study has two main foci. First, the study seeks to understand the unanticipated pain points each participant felt in the first two years of his or her principalship. The study inquires not into what the novice principals thought would hurt prior to their first two years on the job, but rather what they could not see coming even after having spent a considerable amount of time focusing on the principalship in their principal preparation programs. Second, the study seeks to understand what supports would be helpful to the novice principal in addressing these unanticipated pain points. Ultimately, this qualitative study seeks to determine if a framework for elementary principal onboarding can be developed to build the capacity of the novice elementary administrator. Participants include novice elementary principals currently serving in year two, three, four, or five of the principalship. Semi-structured interviews were conducted onsite to understand the unanticipated pain points and unanticipated stressors experienced by the novice principals as well as the onboarding process they experienced in their first role as principal
Gatekeeper Perspectives on Suicide Prevention
No full textSuicide is a profound public health problem across the United States that has lasting effects on individuals, families, and their communities (Centers for Disease Control and Prevention [CDC], n.d.b). Suicide affects all ages and is a serious concern across the life span. However, rates of suicidality are higher among youth. Suicide is the eighth leading cause of death among people 55 to 64 years of age, the fourth leading cause of death for people 35 to 54 years of age, and the second leading cause of death for people 10 to 34 years of age (CDC, n.d.a). Recently, more attention has been placed on schools as ideal venues for large-scale prevention initiatives. The school setting often offers an important role in suicide prevention efforts, especially in the most vulnerable population of youth and young adults. Teachers are in a strong position within schools to contribute to the prevention of youth suicide and are the primary audience for gatekeeper training. Findings from gatekeeper suicide prevention programs suggest that effects diminish over time and strategies to sustain the knowledge are needed (Shtivelband, et al., 2015). Additionally, there is limited information pertaining to teachers’ reactions to suicide prevention programs, gatekeeper self-efficacy to carry out the knowledge, and opinions on the training requirements, format, and frequency. The current study will investigate teacher preferences for retraining to support maintenance of suicide knowledge and skills. Specifically, this study will explore teacher perceptions on suicide prevention refresher training practices and their self-efficacy related to the use of prevention knowledge. This study will explore the format and frequency of training that may influence sustainable strategies and more effective trainings. Exploring teacher preference will promote more effective school-based suicide prevention programs and contribute to the reduction of adolescence suicidality
Elementary Writing Intervention Implementation Status
No full textDespite decades of focus, U.S. students\u27 writing abilities remain below grade-level expectations, highlighting persistent gaps in instructional support and systemic challenges within public education. Barriers include limited instructional time, inadequate teacher preparation in evidence-based writing practices, insufficient resources, and a lack of structured interventions for struggling writers (Applebee & Langer, 2011; National Center for Education Statistics [NCES], 2012). This study employed survey methodology to examine how teacher self-efficacy, classroom supports, and systems-level factors such as response to intervention (RTI) practices influence the implementation of evidence-based writing instruction in grades two through four. A national sample of elementary school teachers completed surveys, and hierarchical linear regression analyses revealed that systems-level factors, particularly RTI practices, were stronger predictors of evidence-based practice implementation than teacher demographics or classroom-level factors. Findings also indicated that overall implementation rates of evidence-based writing practices were low, and teachers reported feeling only moderately prepared to teach writing. These results underscore the need for system-wide professional development, resource allocation, and structured RTI frameworks to improve writing instruction. Implications and directions for future research are discussed