Author : Michael Duane McNutt
Publisher :
Page : 132 pages
File Size : 42,31 MB
Release : 1997
Category : Burn out (Psychology)
ISBN :
Author : Melinda Mullis Dennis
Publisher :
Page : 127 pages
File Size : 27,84 MB
Release : 2008
Category : Burn out (Psychology)
ISBN :
Author's abstract: Personality type impacts so much of who an individual is and how he/she relates to various life situations and events. Teacher burnout is a contributing factor to ones stress, satisfaction, and continuation in the career of education. Because of the existing teacher shortage in the United States, administrators and policy makers need to understand the factors that contribute to burnout. Stressors that contribute to burnout in teaching include emotional exhaustion, a lack of professional guidance and peer support, and conflict with parents, peers, administrators, and students. Research into burnout suggests that some personality types may be more resilient to these stressors than others. A study of 108 teachers working in three public schools in Georgia was used to determine teacher burnout and relate this information to personality characteristics. The Myers-Briggs Type Indicator, Form M was used to determine the personality types of the subjects, and the Maslach Educators Survey was used to identify the frequency and the degree of burnout experienced by the sample population. The data reveals demographic links to teacher burnout and the study emphasizes the attention that school system and building level administrators should focus on helping teachers avoid burnout.
Author : Elias Rodriguez
Publisher : Universal-Publishers
Page : 173 pages
File Size : 27,36 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 : Kimberly A. Hancock
Publisher :
Page : 136 pages
File Size : 37,23 MB
Release : 2018
Category : Burn out (Psychology)
ISBN :
Educational research has identified the importance of understanding the relationship between teacher burnout and teacher self-efficacy. Previous studies examined the relationship of teacher burnout to teacher self-efficacy, more focused research is needed in order to understand the relationship in regards to teaching in Title I and Title I Focus schools. This quantitative correlational study examined the relationship between teacher burnout and self-efficacy for teachers working in Title I and Title I Focus schools. This study also investigated which factors predicted burnout. A convenience sample of 87 teachers from four urban Georgia elementary Title I and Title I Focus schools with similar demographics during the 2017-2018 school year participated in the study by taking the Teachers’ Sense of Efficacy Scale (TSES) to measure self efficacy and the Maslach Burnout Inventory (MBI) to measure burnout. Pearson Product Moment Correlations and standard multiple regression analyses were used to determine the factors that predicted burnout on the dimensions of emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA) in elementary teachers. The study found a significant correlation between teacher burnout and self-efficacy for teachers working in Title I and Title I Focus schools. Significant relationships were determined through the data analysis of teacher burnout and self-efficacy, Title I schools, and Title I Focus schools. Results of the study support additional research to deepen the understanding of teacher burnout and self-efficacy in schools.
Author : A. Gary Dworkin
Publisher : SUNY Press
Page : 268 pages
File Size : 47,77 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 : Alfred S. Alschuler
Publisher :
Page : 104 pages
File Size : 17,18 MB
Release : 1980
Category : Education
ISBN :
This booklet presents articles that deal with identifying signs of stress and methods of reducing work-related stressors. An introductory article gives a summary of the causes, consequences, and cures of teacher stress and burnout. In articles on recognizing signs of stress, "Type A" and "Type B" personalities are examined, with implications for stressful behavior related to each type, and a case history of a teacher who was beaten by a student is given. Methods of overcoming job-related stress are suggested in eight articles: (1) "How Some Teachers Avoid Burnout"; (2) "The Nibble Method of Overcoming Stress"; (3) "Twenty Ways I Save Time"; (4) "How To Bring Forth The Relaxation Response"; (5) "How To Draw Vitality From Stress"; (6) "Six Steps to a Positive Addiction"; (7)"Positive Denial: The Case For Not Facing Reality"; and (8) "Conquering Common Stressors". A workshop guide is offered for reducing and preventing teacher burnout by establishing support groups, reducing stressors, changing perceptions of stressors, and improving coping abilities. Workshop roles of initiator, facilitator, and members are discussed. An annotated bibliography of twelve books about stress is included. (FG)
Author :
Publisher :
Page : pages
File Size : 44,89 MB
Release : 2004
Category :
ISBN :
The purpose of this research was to examine rural middle school teachers perceptions of stressful factors present in their current position. Data was gathered from 5th, 6th, 7th, and 8th grade teachers in the city and county schools located in O County, Mississippi. Two instruments were used for the study. The first survey instrument identified three stress factors (teacher workload, student discipline, and No Child Left Behind) and their relationship with teachers. The second instrument measured the degree to which the three stress factors were appraised as stressful. The data gathered in this study provided an awareness of factors that can increase understanding of teacher stress levels. The discussion of stress emphasized that what is perceived as stressful for one person may not be perceived as stressful for another. Results revealed that these teachers face some difficulties at their schools and in the classroom dealing with their emotional perspective or from the perspective of the children they teach. Furthermore, results indicated that rural schools offer a less stressful learning environment than urban schools. Just knowing some of the common stress factors can assist school systems and administrators in developing interventions to alleviate stress that may at some point lead to burnout.
Author : Anthony Gary Dworkin
Publisher :
Page : 40 pages
File Size : 28,66 MB
Release : 1985
Category : Burn out (Psychology)
ISBN :
Author : Kania Greer
Publisher :
Page : 128 pages
File Size : 33,74 MB
Release : 2011
Category :
ISBN :
Author's abstract: Understanding what teachers need to help them relieve occupational stress can help administrators effectively combat teacher burnout. With the multiple roles teachers play, it is easy to see how role conflict, role ambiguity, and role overload increase the chances that a teacher will suffer from occupational related stress and subsequent burnout. If left unalleviated, teachers may begin to feel emotionally exhausted, detached from their colleagues, and lack feelings of personal accomplishment which can lead to burnout. The purpose of this study was to ascertain what teachers would like to see administrators do to help them combat the day-to-day stresses of teaching. The study consisted of two phases, one quantitative and one qualitative. The quantitative portion showed that the teachers in this study were suffering from moderate degrees of emotional exhaustion and depersonalization. However, these teachers also felt high degrees of personal accomplishment. During the qualitative phase of the study, the researcher interviewed teachers to determine precisely what supports they would like to see from their administrators. The results fell into the following five categories, communication, discipline, professional development, consistency of rule enforcement, and reduction of paperwork. In addition, the researcher examined county documents to see what resources were available to help teachers who were feeling stressed. The results of this study showed that teachers are stressed; however, none of the documentation from the county offered assistance to teachers in times of stress. While the teachers in this study did feel mostly positive about their jobs and their impact on students, it is still obvious from the results of the study that small changes by administrators in the day-to-day operations of the school would go a long way to assisting teachers in combating job stress.
Author : Barry A. Farber
Publisher : Jossey-Bass
Page : 384 pages
File Size : 32,45 MB
Release : 1991-03-11
Category : Education
ISBN :
?Without question, Farber's book on teacher burnout is the most comprehensive, analytic, and instructive book on the topic, and I urge the reader to study it.?--Seymour B. Sarason, author, The Predictable Failure of Educational Reform
