References:

Abbott, H. (2008). The Cambridge introduction to narrative. Cambridge University Press. https://www.cambridge.org/core/books/cambridge-introduction-to-narrative/C3DD73A6178BEB669888CCAA1D81A099
Adobe Photoshop CS. (19.1.3). (2018). [Computer software].
Alberta Education. (2019). 2019 Class size initiative review. https://open.alberta.ca/dataset/54122e5d-0c19-4b03-8164-5ff785d6d328/resource/778c78aa-e439-4a32-8b12-adab35a1711f/download/edc-2019-class-size-initiative-review-report.pdf
Alberta Teachers’ Association. (2013). The new work of teaching: A case study of the worklife of Calgary public teachers. Alberta Teachers’ Association. https://www.deslibris.ca/ID/236691
Alborz, A., Pearson, D., Farrell, P., & Howes, A. (2009). The impact of adult support staff on pupils and mainstream schools: A systematic review of evidence. EPPI-Centre.
Allison, A. (2013). No art teacher left behind: Professional development that really matters in an age of accountability. Arts Education Policy Review, 114(4), 178–190. https://doi.org/10.1080/10632913.2013.826042
Anderson, C. H. (1981). The identity crisis of the art educator: Artist? Teacher? Both? Art Education, 34(4), 45–46. https://doi.org/10.2307/3192553
Bakker, K., & Moulding, R. (2012). Sensory-processing sensitivity, dispositional mindfulness and negative psychological symptoms. Personality and Individual Differences, 53(3), 341–346. https://doi.org/10.1016/j.paid.2012.04.006
Bandura, A. (Ed.). (1995). Self-efficacy in changing societies. Cambridge University Press. https://doi.org/10.1017/CBO9780511527692
Barone, T., & Eisner, E. W. (2011). Arts based research. SAGE.
Barthes, R. (1981). Camera lucida: Reflections on photogrpahy. Macmillan.
Blair, L., & Fitch, S. (2015). Threshold concepts in art education: Negotiating the ambiguity in pre-service teacher identity formation. International Journal of Education Through Art, 11(1), 91–102. https://doi.org/10.1386/eta.11.1.91_1
Blatchford, P., Bassett, P., Brown, P., & Webster, R. (2009). The effect of support staff on pupil engagement and individual attention. British Educational Research Journal, 35(5), 661–686. https://doi.org/10.1080/01411920902878917
Bochner, A., & Ellis, C. (2016). Evocative autoethnography: Writing lives and telling stories. Routledge.
Bodenheimer, G., & Shuster, S. M. (2020). Emotional labour, teaching and burnout: Investigating complex relationships. Educational Research, 62(1), 63–76. https://doi.org/10.1080/00131881.2019.1705868
Borrelli, I., Benevene, P., Fiorilli, C., D’Amelio, F., & Pozzi, G. (2014). Working conditions and mental health in teachers: A preliminary study. Occupational Medicine, 64(7), 530–532. https://doi.org/10.1093/occmed/kqu108
Bowling, L. E. (1950). What is the stream of consciousness technique? PMLA, 65(4), 333–345. https://doi.org/10.2307/459641
Britzman, D. (2003). Practice makes practice: A critical study of learning to teach. State University of New York Press.
Brown, B. (2017). Braving the wilderness: The quest for true belonging and the courage to stand alone. Random House.
Brown, D., Sensory overload: Symptoms, causes, related conditions, and more. (2018). Healthline. https://www.healthline.com/health/sensory-overload
Calgary Board of Education administrative regulation 1004.1—Role of the principal. (2003). Retrieved April 16, 2021, from https://cbe.ab.ca/GovernancePolicies/AR1004-1.pdf
Cancio, E. J., Albrecht, S. F., & Johns, B. H. (2013). Defining administrative support and its relationship to the attrition of teachers of students with emotional and behavioral disorders. Education and Treatment of Children, 36(4), 71–94.
Cansoy, R., Parlar, H., & Kılınç, A. Ç. (2017). Teacher self-efficacy as a predictor of burnout. Tükenmişliğin Bir Yordayıcısı Olarak Öğretmen Özyeterliği. (Turkish), 9(1), 141–155. https://doi.org/10.15345/iojes.2017.01.011
Chambers, C. (2004). Research that matters: Finding a path with heart. Journal of the Canadian Association for Curriculum Studies, 2(1), 1–19. https://jcacs.journals.yorku.ca/index.php/jcacs/article/view/16867
Chang, M.-L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218. https://doi.org/10.1007/s10648-009-9106-y
Chapman, L., & Ludlow, L. (2010). Can downsizing college class sizes augment student outcomes? An investigation of the effects of class size on student learning. The Journal of General Education, 59(2), 105–123. https://doi.org/10.5325/jgeneeduc.59.2.0105
Class size by school year, jurisdiction, and grade, Alberta—Class size data—Open government. (2009). Alberta Government. https://open.alberta.ca/dataset/class-size-by-school-year-jurisdiction-and-grade-alberta/resource/5de6a717-55d9-40e8-8969-d5f93bd94ddd
Cochran-Smith, M., & Maria Villegas, A. (2015). Studying teacher preparation: The questions that drive research. European Educational Research Journal, 14(5), 379–394. https://doi.org/10.1177/1474904115590211
Cohen-Evron, N. (2002). Why do good art teachers find It hard to stay in the public school system? Studies in Art Education, 44(1), 79–94. https://doi.org/10.2307/1321050
Conway, C. M., Hibbard, S., Albert, D., & Hourigan, R. (2005). Professional development for arts teachers. Arts Education Policy Review, 107(1), 3–10. https://doi.org/10.3200/AEPR.107.1.3-10
Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. SAGE Publications.
Cruickshank, I., & Mason, R. (2003). Using photography in art education research: A reflexive inquiry. International Journal of Art & Design Education, 22(1), 5–22. https://doi.org/10.1111/1468-5949.00335
de Freitas, E. (2003). Contested positions: How fiction informs empathic research. International Journal of Education & the Art, 04(07), 4. http://www.ijea.org/v4n7/
DeMatthews, D., Carrola, P., Reyes, P., & Knight, D. (2021). School leadership burnout and job-related stress: Recommendations for district administrators and principals. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 0(0), 1–9. https://doi.org/10.1080/00098655.2021.1894083
Dobie, A. B. (1971). Early stream-of-consciousness writing: Great expectations. Nineteenth-Century Fiction, 25(4), 405–416. https://doi.org/10.2307/2933119
Donaldson, M. L., & Johnson, S. M. (2011). Teach for America teachers: How long do they teach? Why do they leave? Phi Delta Kappan, 93(2), 47–51. https://doi.org/10.1177/003172171109300211
Dunlop, R. (1999). Boundary Bay: A novel as educational research [Thesis, University of British Columbia]. https://doi.org/10.14288/1.0078142
Ellis, C. (2007). Telling secrets, revealing lives: Relational ethics in research with intimate others. Qualitative Inquiry, 13(1), 3–29. https://doi.org/10.1177/1077800406294947
Ellis, C., Adams, T. E., & Bochner, A. P. (2011). Autoethnography: An overview. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 12(1), Article 1. https://doi.org/10.17169/fqs-12.1.1589
Ellis, C., & Davis, C. (2008). Autoethnographic introspective in ethnographic fiction: A method of inquiry. Knowing Differently: Arts-Based and Collaborative Research Methods, 99–117.
Epstein, N. (2017). An analysis of Susan Sontag’s on photography (1st ed.). Macat Library. https://doi.org/10.4324/9781912284801
Filstad, C., Traavik, L. E. M., & Gorli, M. (2019). Belonging at work: The experiences, representations and meanings of belonging. Journal of Workplace Learning, 31(2), 116–142. https://doi.org/10.1108/JWL-06-2018-0081
Finn, J. D., Pannozzo, G. M., & Achilles, C. M. (2003). The “why’s” of class size: Student behavior in small classes. Review of Educational Research, 73(3), 321–368. https://doi.org/10.3102/00346543073003321
Fish, B. J. (2012). Response art: The art of the art therapist. Art Therapy, 29(3), 138–143. https://doi.org/10.1080/07421656.2012.701594
Flower, A., McKenna, J. W., & Haring, C. D. (2017). Behavior and classroom management: Are teacher preparation programs really preparing our teachers? Preventing School Failure: Alternative Education for Children and Youth, 61(2), 163–169. https://doi.org/10.1080/1045988X.2016.1231109
Forber-Pratt, A. J. (2015). “You’re going to do what?” Challenges of autoethnography in the academy. Qualitative Inquiry, 21(9), 821–835. https://doi.org/10.1177/1077800415574908
Foucault, M., & Rainbow, P. (1984). The Foucault reader (1st ed). Pantheon Books.
Fowler, M. (2015). Dealing with compassion fatigue. Education Digest, 81(3), 30–35.
Fox, J., Gong, T., & Attoh, P. (2015). The Impact of principal as authentic leader on teacher trust in the K-12 educational context. Journal of Leadership Studies, 8(4), 6–18. https://doi.org/10.1002/jls.21341
Gibbs, G. (2007). Analyzing qualitative data. SAGE Publications, Ltd. https://doi.org/10.4135/9781849208574
Glaw, X., Inder, K., Kable, A., & Hazelton, M. (2017). Visual methodologies in qualitative research: Autophotography and photo elicitation applied to mental health research. International Journal of Qualitative Methods, 16(1). https://doi.org/10.1177/1609406917748215
Golban, P. (2018). A history of the bildungsroman: From ancient beginnings to romanticism. Cambridge Scholars Publishing.
Guyas, A. S., & Keys, K. (2009). Arts-based educational research as a site for emerging pedagogy and developing mentorship. Visual Arts Research, 35(2), 24–39.
Hall, J. (2010). Making art, teaching art, learning art: Exploring the concept of the artist teacher. International Journal of Art & Design Education, 29(2), 103–110. https://doi.org/10.1111/j.1476-8070.2010.01636.x
Hammer, B. (1984). The artist as teacher: Problems and experiments. Journal of Education, 166(2), 181–187. https://doi.org/10.1177/002205748416600208
Harfitt, G. J., & Tsui, A. B. M. (2015). An examination of class size reduction on teaching and learning processes: A theoretical perspective. British Educational Research Journal, 41(5), 845–865. https://doi.org/10.1002/berj.3165
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854. https://doi.org/10.1016/S0742-051X(98)00025-0
Hargreaves, A. (2001). The emotional geographies of teachers’ relations with colleagues. International Journal of Educational Research, 35(5), 503–527. https://doi.org/10.1016/S0883-0355(02)00006-X
Harper, D. (2002). Talking about pictures: A case for photo elicitation. Visual Studies, 17(1), 13–26. https://doi.org/10.1080/14725860220137345
Hasebe-Ludt, E., Chambers, C., & Leggo, C. (2009). Life writing and literary métissage as an ethos for our times. Peter Lang.
Heilbrun, C. G. (2008). Writing a woman’s life. WW Norton & Company Incorporated.
Henson, J. (1986). Labyrinth. TriStar Pictures.
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90–100. https://doi.org/10.1177/1098300717732066
Howes, A. (2003). Teaching reforms and the impact of paid adult support on participation and learning in mainstream schools. Support for Learning, 18(4), 147–153. https://doi.org/10.1046/j.0268-2141.2003.00300.x
Huyghebaert, T., Gillet, N., Beltou, N., Tellier, F., & Fouquereau, E. (2018). Effects of workload on teachers’ functioning: A moderated mediation model including sleeping problems and overcommitment. Stress and Health, 34(5), 601–611. https://doi.org/10.1002/smi.2820
Ingersoll, R., May, H., & Collin, G. (2019). Recruitment, employment, retention and the minority teacher shortage. Education Policy Analysis Archives, 27(37). https://doi.org/10.14507/epaa.27.3714
Irwin, R. L. (2013). Becoming a/r/tography. Studies in Art Education, 54(3), 198–215. https://doi.org/10.1080/00393541.2013.11518894
Jensen, S. (2019). How can we support the emotional well-being of teachers? [Video]. TED Conferences. https://www.ted.com/talks/sydney_jensen_how_can_we_support_the_emotional_well_being_of_teachers
Kadar, M. (2014). Coming to terms: Life writing – from genre to critical practice. Theoretical Discussions of Biography, 195–205. https://doi.org/10.1163/9789004274709_015
Karsenti, T., & Collins, S. (2013). Why are new teachers leaving the profession? Results of a Canada-wide survey. Education, 3(3), 141–149.
Kaufman, P. (2013). Scribo ergo cogito: Reflexivity through writing. Teaching Sociology, 41(1), 70–81. https://doi.org/10.1177/0092055X12458679
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https://doi.org/10.1037/a0019237
Koedel, C., Parsons, E., Podgursky, M., & Ehlert, M. (2015). Teacher preparation programs and teacher quality: Are there real differences across programs? Education Finance and Policy, 10(4), 508–534. https://doi.org/10.1162/EDFP_a_00172
Koenig, A. (2014). Learning to prevent burning and fatigue: Teacher burnout and compassion fatigue [Thesis, The University of Western Ontario]. https://ir.lib.uwo.ca/etd/1928
Kremer, L., & Hofman, J. E.,(1985). Teachers’ professional identity and burn-out. Research in Education, 0(34), 89–95.
KUNSTMATRIX (2021). [Computer software].
Kyriacou, C. (1987). Teacher stress and burnout: An international review. Educational Research, 29(2), 146–152. https://doi.org/10.1080/0013188870290207
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35. https://doi.org/10.1080/00131910120033628
Laurie, R., & Larson, E. (2020, May). How does teacher stress and burnout impact student achievement? EdCan Network. https://www.edcan.ca/articles/teacher-stress-and-student-achievement/
Leavy, P. (2012). Fiction and critical perspectives on social research: A research note. Humanity & Society, 36(3), 251–259. http://dx.doi.org/10.1177/0160597612451244
Leavy, P. (2016). Fiction as research practice: Short stories, novellas, and novels. Routledge. https://doi.org/10.4324/9781315428499
Leggo, C. (2004). Narrative inquiry: Honouring the complexity of the stories we live. Brock Education Journal, 14(1), Article 1. https://doi.org/10.26522/brocked.v14i1.59
Leggo, C. (2005). Pedagogy of the heart: Ruminations on living poetically. The Journal of Educational Thought (JET) / Revue de La Pensée Éducative, 39(2), 175–195.
Leggo, C. (2005). The heart of pedagogy: On poetic knowing and living. Teachers and Teaching, 11(5), 439–455. https://doi.org/10.1080/13450600500238436
Le Roux, C. S. (2017). Exploring rigour in autoethnographic research. International Journal of Social Research Methodology, 20(2), 195–207. https://doi.org/10.1080/13645579.2016.1140965
Lever, N., Mathis, E., & Mayworm, A. (2017). School mental health is not just for students: Why teacher and school staff wellness matters. Report on Emotional & Behavioral Disorders in Youth, 17(1), 6–12.
Lind, V. R. (2007). High quality professional development: An investigation of the supports for and barriers to professional development in arts education. International Journal of Education, 8(2), 18.
Littlecott, H. J., Moore, G. F., & Murphy, S. M. (2018). Student health and well-being in secondary schools: The role of school support staff alongside teaching staff. Pastoral Care in Education, 36(4), 297–312. https://doi.org/10.1080/02643944.2018.1528624
Marko, K. A. (2015). Hearing the unheard voices: An in-depth look at teacher mental health and wellness. The University of Western Ontario.
Maslach, C., Jackson, S. E., Leiter, M. P., Schaufeli, W. B., & Schwab, R. L. (1986). Maslach burnout inventory (Vol. 21, pp. 3463-3464). Palo Alto, CA: Consulting psychologists press.
Mathis, W. J. (2017). The effectiveness of class size reduction. Psychosociological Issues in Human Resource Management, 5(1), 176–183. http://dx.doi.org/10.22381/PIHRM5120176
McCreight, C. (2000). Teacher attrition, shortage, and strategies for teacher retention. Texas A & M University. https://eric.ed.gov/?id=ED444986
McMahon, S. D., Reaves, S., McConnell, E. A., Peist, E., & Ruiz, L. (2017). The ecology of teachers’ experiences with violence and lack of administrative support. American Journal of Community Psychology, 60(3–4), 502–515. https://doi.org/10.1002/ajcp.12202
McNiff, S. (2008). Art-based research. Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues, 29-40.
Mendez, M. (2013). Autoethnography as a research method: Advantages, limitations and criticisms. Colombian Applied Linguistics Journal, 15(2), 279–287.
Merriam-Webster. (n.d.). Culture. Retrieved May 24, 2021, from https://www.merriam-webster.com/dictionary/culture
Merriam-Webster. (n.d.). Identity. Retrieved May 19, 2021, from https://www.merriam-webster.com/dictionary/identity
Merriam-Webster. (n.d.). Role. Retrieved September 22, 2020, from https://www.merriam-webster.com/dictionary/contiguous
Miller, K., & Flint-Stipp, K. (2019). Preservice teacher burnout: Secondary trauma and self-care issues in teacher education. Issues in Teacher Education, 28(2), 28–45.
Miller, R. (2007). The role of response art in the case of an adolescent survivor of developmental trauma. Art Therapy, 24(4), 184–190. https://doi.org/10.1080/07421656.2007.10129470
Mitchell, C. (2011). Doing visual research. SAGE.
Mitchell, C., O’Reilly-Scanlon, K., & Weber, S. (2013). Just Who Do We Think We Are?: Methodologies for Autobiography and Self-Study in Education. Routledge.
Närhi, V., Kiiski, T., & Savolainen, H. (2017). Reducing disruptive behaviours and improving classroom behavioural climate with class-wide positive behaviour support in middle schools. British Educational Research Journal, 43(6), 1186–1205. https://doi.org/10.1002/berj.3305
Naylor, C. (2001). Teacher workload and stress: An international perspective on human costs and systemic failure: BCTF Research Report. British Columbia Teachers’ Federation. https://eric.ed.gov/?id=ED464028
Naylor, C, & White, M. (2010). The work of BC teachers in 2009: A BCTF study of working and learning conditions. BCTF Research.
O’Brien, S. C. (2014). Sketches of a salvaged soul: A social fiction that explores the intersection between the arts and anti-bullying. [Masters, Concordia University]. https://spectrum.library.concordia.ca/978445/
Pressley, T. (2021). Factors contributing to teacher burnout during COVID-19. Educational Researcher. https://doi.org/10.3102/0013189X211004138
Quirkos (2.4.2). (2021). [Computer software]. https://www.quirkos.com
Santor, D., Bruckert, C., & McBride, K. (2019). Facing the facts: The escalaitng crisis of violence against elementary school educators in Ontario. Harassment and Violence Against Educators. Retrieved June 1, 2021, from http://educatorviolence.net/
Saldana, J. (2015). The coding manual for qualitative researchers. SAGE Publications Ltd.
Seigneuret, J.C. (1988). Dictionary of literary themes and motifs. Greenwood Publishing Group.
Seton, H. (2019). The elephant in the classroom. Educational Leadership, 77(2), 77–80.
Shah, M. (2012). The importance and benefits of teacher collegiality in schools – A literature review. Procedia - Social and Behavioral Sciences, 46, 1242–1246. https://doi.org/10.1016/j.sbspro.2012.05.282
Shreeve, A. (2009). ‘I’d rather be seen as a practitioner, come in to teach my subject’: Identity work in part-time art and design tutors. International Journal of Art & Design Education, 28(2), 151–159. https://doi.org/10.1111/j.1476-8070.2009.01602.x
Sinner, A. (2010). Negotiating spaces: The in-betweenness of becoming a teacher. Asia-Pacific Journal of Teacher Education, 38(1), 23–37. https://doi.org/10.1080/13598660903474171
Sinner, A. (2012). Transitioning to teacher: Uncertainty as a game of dramatic hats. Teachers and Teaching, 18(5), 601–613. https://doi.org/10.1080/13540602.2012.709734
Sinner, A. (2013). Unfolding the unexpectedness of uncertainty: Creative nonfiction and the lives of becoming teachers. SensePublishers. http://site.ebrary.com/id/10793375
Skaalvik, E. M., & Skaalvik, S. (2011). Teachers’ feeling of belonging, exhaustion, and job satisfaction: The role of school goal structure and value consonance. Anxiety, Stress, & Coping, 24(4), 369–385. https://doi.org/10.1080/10615806.2010.544300
Skaalvik, E. M., & Skaalvik, S. (2017). Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education, 20(1), 15–37. https://doi.org/10.1007/s11218-016-9363-9
Sontag, S. (1977). On photography. Macmillan.
Speechy (3.20.0). (2018) [Iphone app].
Spilt, J. L., Koomen, H. M. Y., & Thijs, J. T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23(4), 457–477. https://doi.org/10.1007/s10648-011-9170-y
Statistics Canada. (2019). Functional difficulties for children aged 5 to 17 years, Canadian Health Survey on Children and Youth 2019. Ottawa: ON.
Strong-Wilson, T. (2006). Re-visioning one’s narratives: Exploring the relationship between researcher self-study and teacher research. Studying Teacher Education, 2(1), 59–76. https://doi.org/10.1080/17425960600557470
Swanson, P., & Mason, S. (2018). The world language teacher shortage: Taking a new direction. Foreign Language Annals, 51(1), 251–262. https://doi.org/10.1111/flan.12321
Talley, P. (2017). Through the lens of novice teachers: A lack of administrative support and its influence on self-efficacy and teacher retention issues [Thesis]. The University of Southern Mississippi.
Tolentino, J. C., & Schmidt, S. L. (2018). DSM-5 criteria and depression severity: Implications for clinical practice. Frontiers in Psychiatry, 9. https://doi.org/doi: 10.3389/fpsyt.2018.00450
Tschannen-Moran, M., & Gareis, C. (2015). Faculty trust in the principal: An essential ingredient in high-performing schools. Journal of Educational Administration, 53(01), 66–92. https://doi.org/10.1108/JEA-02-2014-0024
von der Embse, N. P., Sandilos, L. E., Pendergast, L., & Mankin, A. (2016). Teacher stress, teaching-efficacy, and job satisfaction in response to test-based educational accountability policies. Learning and Individual Differences, 50, 308–317. https://doi.org/10.1016/j.lindif.2016.08.001
Weber, S. (2008). Visual images in research. In Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues (pp. 42-54). SAGE Publications, Inc., https://www-doi-org.lib-ezproxy.concordia.ca/10.4135/9781452226545
Werklund School of Education. (2017). Why are millennial teachers leaving? | Werklund Education Research | University of Calgary. https://werklund.ucalgary.ca/wse-research/home/research-werklund/why-are-millennial-teachers-leaving
Willis, R. (2019). The use of composite narratives to present interview findings. Qualitative Research, 19(4), 471–480. https://doi.org/10.1177/1468794118787711
Yi, E. (2018, August 17). Themes don’t just emerge—Coding the qualitative data. Medium. https://medium.com/@projectux/themes-dont-just-emerge-coding-the-qualitative-data-95aff874fdce
Zwirn, S. G. (2002). To be or not to be: The teacher -artist conundrum [Ed.D., Teachers College, Columbia University]. Retrieved May 28, 2021, from https://www.proquest.com/docview/304801862/abstract/E39895966EEA4E46PQ/1