Perceived Causes of Stress and Burnout as Reported by Elementary Teachers at an Urban School
Author : Diana Michele Curtaz
Publisher :
Page : 174 pages
File Size : 21,64 MB
Release : 2009
Category :
ISBN :
Author : Diana Michele Curtaz
Publisher :
Page : 174 pages
File Size : 21,64 MB
Release : 2009
Category :
ISBN :
Author : A. Gary Dworkin
Publisher : SUNY Press
Page : 268 pages
File Size : 15,2 MB
Release : 1987-01-01
Category : Education
ISBN : 9780887063497
This unique study is the first large-scale sociological analysis of teacher burnout, linking it with alienation, commitment, and turnover in the educational profession. In the process of doing so, Anthony Gary Dworkin uncovers some startling trends that challenge previous assumptions held by public school administrators. Urban public school districts spend up to several million dollars annually on programs intended to rekindle enthusiasm among their teachers, hoping thereby to reduce the turnover rates. They also assume that enthusiastic teachers will heighten student achievement. Yet data presented in Teacher Burnout in the Public Schools challenge these suppositions. Dworkins research shows teacher entrapment, rather than teacher turnover, as the greater problem in education today. Teachers are now more likely to spend their entire working lifetime disliking their careers (and sometimes their students), rather than quitting their jobs, and Dworkin proposes that principals, more than any other school personnel, can do much to break the functional linkage between school-related stress and teacher burnout. The authors findings also indicate that burned-out teachers pose a minimal threat to the achievement of most children, but that they do have an adverse impact on brighter students. Teacher Burnout in the Public Schools includes an inventory of supported propositions and three levels of policy recommendations. These important policy recommendations suggest substantial organizational changes in the nature of the training of public school teachers in the college educational curriculum, in the teacher employment and deployment practices of school districts, as well as in the administrative style of school principals.
Author : Michael J. Fimian
Publisher : John Wiley & Sons
Page : 88 pages
File Size : 38,44 MB
Release : 1988-01-01
Category : Stress (Psychology)
ISBN : 9780884221029
Author : Elias Rodriguez
Publisher : Universal-Publishers
Page : 173 pages
File Size : 30,1 MB
Release : 2007-08
Category : Education
ISBN : 158112368X
The purpose of the study was to examine, through narrative, contributing factors which lead to burnout in three Hispanic middle school teachers in a school in South Texas that is predominantly Hispanic. Burnout, in this work, was understood to be the experience of excessive stress and anxiety which accompanies teachers' inabilities to cope with environmental stressors present in their workplaces. While this term served to introduce the study, the participants defined their experiences of burnout in their own words (Clandinin & Connelly, 2000; Merriam, 1998). While the exact impact of teacher burnout on student achievement is unknown, it is clearly detrimental for the well being of the individual teacher and presumably to those around him or her, including students. Different factors such as teacher's attitudes towards perceived stressors, administrative support, classroom discipline, and physical environment were characterized. The researcher additionally used personal experiences and reflections in conjunction with existing scholarship on the subject in order to illuminate the stories. Stories were framed within different contexts (Clandinin & Connelly, 2000).The research in large part followed the narrative thread of the responses that the participants provided, resulting in the themes of the study. Teachers candidly discussed their thoughts and opinions about stressful factors. Although the stories of each of the teachers included different reasons for burnout, within which the temporal nature of burnout was revealed, as well as the angst of teachers trying to relate their careers to their lives, it was apparent that burnout is an essential problem in this Hispanic teaching community. From this work, scholars and practitioners should be able to gather a sense of what a few bilingual South Texas teachers experience in their workplaces.
Author : Gordon S. Gates
Publisher : IAP
Page : 256 pages
File Size : 22,95 MB
Release : 2007-07-01
Category : Education
ISBN : 1607526042
This collection of chapters presents research focused on emerging strategies, paradigms, and theories on the sources, experiences, and consequences of stress, coping, and prevention pertaining to students, teachers and administrators. Studies analyze data collected through action research, program evaluation, surveys, qualitative interviewing, auto ethnography, and mixed methods gathered from students and educators in the United States, Italy, Holland, Turkey, and Australia.
Author : Tania White
Publisher : Lulu.com
Page : 176 pages
File Size : 34,43 MB
Release : 2009-03-15
Category : Education
ISBN : 143573999X
This book is a qualitative phenomenological study that examined professional educatorsâ perceptions of stress, the impact of stress and stress management strategies as they related to factors that impact the stress experienced within the public school system chosen for the study. The results of the study suggest that professional educators, being teachers, counselors and administrators, had similar perceptions regarding the effects of stress in the educational setting, its impact, and the need for stress management programs within the educational realm. Detailed results, conclusions, and implications of the research are discussed.
Author : Anthony Gary Dworkin
Publisher :
Page : 40 pages
File Size : 14,46 MB
Release : 1985
Category : Burn out (Psychology)
ISBN :
Author : Sandra Anne Russell
Publisher :
Page : 122 pages
File Size : 29,27 MB
Release : 2019
Category : Burn out (Psychology)
ISBN :
With school reform and teacher accountability on the forefront of the educational landscape, attention has turned to investigating why so many teachers leave the profession after a relatively short time. Burnout is often cited as a major contributor to this teacher exodus. While many studies have focused on teacher burnout relative to the specific tasks that teachers perform and on the populations they serve, there is no research on how teacher burnout differs between Title I and non-Title I schools in an urban school district in Virginia. The purpose of this causal-comparative study was to investigate if teachers’ perceptions of burnout including emotional exhaustion, depersonalization, and personal accomplishment, differ between the two types of schools in a single school district. The sample, 145 elementary teachers from Title I and non-Title I schools, voluntarily completed the Maslach Burnout Inventory- Educators Survey (MBI-ES) through SurveyMonkey® online. Results from the self-reported instrument were analyzed for significant statistical differences between scores in the areas of personal accomplishment, emotional exhaustion, depersonalization between the Title I and non-Title I teachers using a multivariate analysis of variance (MANOVA). The results indicated that there is no statistical difference in teachers’ perception of overall burnout, emotional exhaustion, depersonalization, and personal accomplishment between the Title I and non-Title I school teachers in this urban school district in Virginia. Keywords: teacher burnout, teacher attrition, Title I, accountability, school reform.
Author : Roland Vandenberghe
Publisher : Cambridge University Press
Page : 400 pages
File Size : 40,63 MB
Release : 1999-05-28
Category : Business & Economics
ISBN : 9780521622134
International specialists review research in the field of career burnout in this 2009 volume.
Author : Marjorie Powell
Publisher : Routledge
Page : 353 pages
File Size : 43,1 MB
Release : 2018-06-12
Category : Education
ISBN : 0429944489
Teachers’ attitudes have been a subject of study and interest for many years. Originally published in 1986, this bibliography attempts to review the large field of research between the years 1965 and 1984. To identify all the sources of information, and to list documents that discuss research on teachers’ attitudes. It does not include an assessment of the quality of the research reported in the listed documents, however, the value is in its comprehensiveness. Users of the bibliography can locate the listed studies and then evaluate the studies using criteria relevant to their individual purposes.