A Case Study of Beginning Teachers' Burnout and School Conditions in a Career and Technical High School PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Case Study of Beginning Teachers' Burnout and School Conditions in a Career and Technical High School PDF full book. Access full book title A Case Study of Beginning Teachers' Burnout and School Conditions in a Career and Technical High School by Nicholas Preston Mercer. Download full books in PDF and EPUB format.
Author: Nicholas Preston Mercer Publisher: ISBN: Category : Educational leadership Languages : en Pages : 0
Book Description
The researcher focused on beginning teachers in Career and Education Technical high schools. Great proportions of new teachers exit the profession, and thus the aim of this study is to understand the school-related conditions that cause teacher burnout for new teachers entering the field in this school context. This project is a qualitative case study. For the case study, 11 participants were recruited to share their experiences as a beginning teacher. In order to be considered a beginning teacher, the participants must have had between zero to five years of teaching experience. The semi-structured interviews took place via Microsoft Teams Meeting. From the interviews, the researcher found that seven out of 11 beginning teachers in this study expressed a high or medium level of burnout. These teachers expressed at least one of the three symptoms associated with burnout-emotional exhaustion, depersonalization or reduced personal accomplishment. All of the teachers with burnout described excessive workload as a major school condition contributing to burnout. Three teachers with a high level of burnout identified students' classroom behaviors to be the major condition contributing to burnout, but excessive workload was still a contributing condition in their experience. Each beginning teacher with either a high, or medium level of burnout did not perceive their administration's support as a tool that reduces stress. As a matter of fact, in each case, the beginning teachers had a low connectedness with their principal. Four teachers with a medium level of burnout preferred a colleague to be their first point of support over an administrator. One of the four recommendations from this study is to identify beginning teachers who are struggling with classroom management and assign either an academic coach, support staff, or peer teacher to assist the teacher with improvement, development, and burnout.
Author: Nicholas Preston Mercer Publisher: ISBN: Category : Educational leadership Languages : en Pages : 0
Book Description
The researcher focused on beginning teachers in Career and Education Technical high schools. Great proportions of new teachers exit the profession, and thus the aim of this study is to understand the school-related conditions that cause teacher burnout for new teachers entering the field in this school context. This project is a qualitative case study. For the case study, 11 participants were recruited to share their experiences as a beginning teacher. In order to be considered a beginning teacher, the participants must have had between zero to five years of teaching experience. The semi-structured interviews took place via Microsoft Teams Meeting. From the interviews, the researcher found that seven out of 11 beginning teachers in this study expressed a high or medium level of burnout. These teachers expressed at least one of the three symptoms associated with burnout-emotional exhaustion, depersonalization or reduced personal accomplishment. All of the teachers with burnout described excessive workload as a major school condition contributing to burnout. Three teachers with a high level of burnout identified students' classroom behaviors to be the major condition contributing to burnout, but excessive workload was still a contributing condition in their experience. Each beginning teacher with either a high, or medium level of burnout did not perceive their administration's support as a tool that reduces stress. As a matter of fact, in each case, the beginning teachers had a low connectedness with their principal. Four teachers with a medium level of burnout preferred a colleague to be their first point of support over an administrator. One of the four recommendations from this study is to identify beginning teachers who are struggling with classroom management and assign either an academic coach, support staff, or peer teacher to assist the teacher with improvement, development, and burnout.
Author: A. Gary Dworkin Publisher: SUNY Press ISBN: 9780887063497 Category : Education Languages : en Pages : 268
Book Description
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: ISBN: Category : Education Languages : en Pages : 104
Book Description
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: Matthew Johnson Publisher: Corwin Press ISBN: 1071803131 Category : Education Languages : en Pages : 199
Book Description
Beat burnout with time-saving best practices for feedback For ELA teachers, the danger of burnout is all too real. Inundated with seemingly insurmountable piles of papers to read, respond to, and grade, many teachers often find themselves struggling to balance differentiated, individualized feedback with the one resource they are already overextended on—time. Matthew Johnson offers classroom-tested solutions that not only alleviate the feedback-burnout cycle, but also lead to significant growth for students. These time-saving strategies built on best practices for feedback help to improve relationships, ignite motivation, and increase student ownership of learning. Flash Feedback also takes teachers to the next level of strategic feedback by sharing: How to craft effective, efficient, and more memorable feedback Strategies for scaffolding students through the meta-cognitive work necessary for real revision A plan for how to create a culture of feedback, including lessons for how to train students in meaningful peer response Downloadable online tools for teacher and student use Moving beyond the theory of working smarter, not harder, Flash Feedback works deeper by developing practices for teacher efficiency that also boost effectiveness by increasing students’ self-efficacy, improving the clarity of our messages, and ultimately creating a classroom centered around meaningful feedback.
Author: Jenny Grant Rankin Publisher: Taylor & Francis ISBN: 1317223128 Category : Education Languages : en Pages : 215
Book Description
Offering clear strategies rooted in research and expert recommendations, First Aid for Teacher Burnout empowers teachers to prevent and recover from burnout while finding success at work. Each chapter explores a different common cause of teacher burnout and provides takeaway strategies and realistic tips. Chapter coverage includes fighting low morale, diminishing stress, streamlining grading, reducing workload, leveraging collaboration, avoiding monotony, using technology to your advantage, managing classroom behavior, advocating for support from your administration, securing the help of parents and community, and more. Full of reflection exercises, confessions from real teachers, and veteran teacher tips, this accessible book provides easy-to-implement steps for alleviating burnout problems so you can enjoy peace and success in your teaching.
Author: Doris A. Santoro Publisher: Harvard Education Press ISBN: 1682531341 Category : Education Languages : en Pages : 209
Book Description
Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay offers a timely analysis of professional dissatisfaction that challenges the common explanation of burnout. Featuring the voices of educators, the book offers concrete lessons for practitioners, school leaders, and policy makers on how to think more strategically to retain experienced teachers and make a difference in the lives of students. Based on ten years of research and interviews with practitioners across the United States, the book theorizes the existence of a “moral center” that can be pivotal in guiding teacher actions and expectations on the job. Education philosopher Doris Santoro argues that demoralization offers a more precise diagnosis that is born out of ongoing value conflicts with pedagogical policies, reform mandates, and school practices. Demoralized reveals that this condition is reversible when educators are able to tap into authentic professional communities and shows that individuals can help themselves. Detailed stories from veteran educators are included to illustrate the variety of contexts in which demoralization can occur. Based on these insights, Santoro offers an array of recommendations and promising strategies for how school leaders, union leaders, teacher groups, and individual practitioners can enact and support “re-moralization” by working to change the conditions leading to demoralization.
Author: Barry A. Farber Publisher: Jossey-Bass ISBN: Category : Education Languages : en Pages : 384
Book Description
?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
Author: Nicholas Preston Mercer
Author: Nicholas Preston Mercer
Author: A. Gary Dworkin
Author: Alfred S. Alschuler![Flash Feedback [Grades 6-12] PDF](https://books.google.com/books/content/images/frontcover/P9zQDwAAQBAJ?fife=w80-h100)
Author: Matthew Johnson
Author: 
Author: Jenny Grant Rankin
Author: Doris A. Santoro
Author: Barry A. Farber
Author: Leo P. Chall
Author: