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Linking entities. Networking, social media, SNS, internet communication connect concept. T

System of Support

Drawing upon social capital theory and the buffering model, I am interested in examining the support systems for teachers and administrators. Presently, teachers and school leaders have reported experiencing a mental health crisis, with job-related stress levels significantly higher than those found in the general population. Moreover, the escalating issue of educator turnover and shortages that many U.S. schools face underscores the importance of a robust support system for these professionals. However, there is currently a lack of research on the state of these support systems and strategies to optimize their effectiveness, areas I have been investigating and wish to explore further. Additionally, I am interested in examining the role of school support organizations as systems of support.

Characteristics and Impact of Student Aggression and Violence Against K-12 Teachers: An Egocentric Network Analyasis

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Using an egocentric network analysis, this study aimed to examine the structure and characteristics of teachers’ networks with aggressive and violent students and their impact on psychological distress, burnout, and turnover intentions. It was found that teachers typically experienced victimization from three different students, with no tendency for these students to share racial or ethnic backgrounds with their victimized teachers. The network was not highly interconnected, indicating individualized rather than group-based aggression. Path analysis revealed that teachers’ network centrality with aggressive students was associated with increased psychological distress and burnout, which in turn predicted turnover intentions. While aggression frequency was linked to both distress and burnout, severity was associated only with burnout. Neither student network density nor racial similarity influenced these outcomes. These findings have implications for research, practice, and policy regarding teacher victimization.

Rho, E. & Yang, C. (Under Revision). Characteristics and impacts of student aggression and violence against K-12 teachers: An egocentric network analysis.​

Lack of Support Network for AAPI Educators

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Using egocentric network analysis, this study examined the social support systems of Asian American and Pacific Islander (AAPI) K-12 educators in the aftermath of anti-Asian violence and discrimination. Findings revealed that AAPI educators receive limited social and professional support, with professional support being particularly scarce in these circumstances.

Rho, E., Dong, Q., Yang, C. & Im, J. H. (2023, February 7-10). Egocentric network analysis: AAPI educators’ social support during anti-Asian violence. In Chieh (Chair). Supporting AAPI Community Coping with Anti-Asian Discrimination: Culturally Sensitive Approaches. 2023 National Association School Psychologists (NASP) Annual Convention, Denver, CO, United States. [PDF]

Qualitative Analysis of Support System for Principals

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Several themes were identified based on 247 principals’ responses to the item asking for their suggestions for creating a system of support and the qualitative findings of systems of support are summarized in the table.

Yang, C., Rho, E., Lim, J. & Cheung, R. (Under Review). Principals' Compassion Fatigue and Compassion Satisfaction: A Job Demands and Resources Analysis During the Post-Pandemic Recovery.

Mixed-Method Analysis of the Support Systems and Well-being of Teachers as the Early Implementers of Universal Pre-Kindergarten Policy in California

California's Universal Transitional Kindergarten (UTK) is part of a broader initiative for early education, aiming for equitable access for all four-year-olds by 2026. This step requires understanding the experiences of early UTK teachers to address existing challenges like teacher shortage and burnout. There's little research on how these teachers view their support systems within the UPK rollout and its impact on their well-being and intent to remain in the profession. We used the mixed-method approach with interview, survey, and network analysis data to examine how professional and social support networks and school climate interactively influence UPK teachers’ well-being and further turnover intentions.

 

The results indicated a dichotomy in the influence of social and professional support, with the former enhancing compassion satisfaction and the latter showing a converse relationship among UTK teachers. Furthermore, a positive school climate was associated with increased compassion satisfaction, highlighting the importance of fostering supportive environments. Social and professional support and school climate were not associated with compassion fatigue, which theoretically supports two distinct processes influencing well-being. This suggests that a lack of support or a less positive school climate does not necessarily act as a stressor or demand.

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The qualitative data illustrated details of the types of support UTK teachers find beneficial or needed, highlighting areas for improvement in professional support beyond the network size. 

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Yang, C., Rho, E., Dong. Q, Cheung, R. (Under Revision). A mixed-method analysis of the support systems and well-being of teachers as the early implementers of universal pre-kindergarten policy in California. Early Childhood Research Quarterly.

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Copyright © Ella Rho

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