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dc.contributor.authorWray, Tapiana
dc.date.accessioned2019-01-11T02:20:30Z
dc.date.available2019-01-11T02:20:30Z
dc.date.issued2018-05
dc.identifier.urihttp://hdl.handle.net/11122/9736
dc.descriptionMaster's Project (M.Ed.) University of Alaska Fairbanks, 2018en_US
dc.description.abstractTeachers experience many different facets of stress that directly affect attrition and burnout in the profession. While the research on teacher retention and attrition in Arctic Alaska is limited, that does not diminish the impact felt by the students, the community, and the state. Teacher attrition and retention is a multidimensional issue that could benefit from an intervention created on behalf of administrators, communities, and the teachers themselves. This paper presents one approach to address teacher retention: teachers and administrators incorporating stress reduction techniques into their lives have been proven successful in reducing teacher stress to mitigate teacher burnout.en_US
dc.language.isoen_USen_US
dc.subjectFirst year teachersen_US
dc.subjectJob stressen_US
dc.subjectAlaska, Northwesten_US
dc.subjectPreventionen_US
dc.subjectNorth Slopeen_US
dc.subjectAlaskaen_US
dc.titleStress reduction support for new teachers in rural Alaskaen_US
dc.typeOtheren_US
dc.type.degreemed
dc.identifier.departmentMasters of Education in Secondary Education Counseling
dc.contributor.chairRenes, Susan L.
dc.contributor.committeeTopkok, Sean A.
dc.contributor.committeeMorton, James
refterms.dateFOA2020-03-06T01:34:14Z


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