Identifying Stress and Burnout Issues Among Mid-career Elementary, Middle and High School Teachers PDF Download
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Author: Andrea Marie Wadsworth Publisher: ISBN: Category : Teachers Languages : en Pages : 86
Book Description
Teacher stress and burnout were identified in the 1970s and 1980s as a phenomenon associated with the culture and climate of the classroom and school. Stress and burnout affects more than an individual's well-being. It has the potential to influence an undesirable classroom environment. The purpose of this mixed methods study is to comprehend the current emotional well-being of middle career educators. This study may be of value to organizations to gain intimate knowledge of this population. In this study the researcher administered the Maslach Burnout Inventory, Educators Survey (MBI-ES) and the Areas of Worklife Survey (AWS) to 50 middle career K-12 teachers. From the fifty participants, fifteen (five elementary, five middle and five high school teachers) were also interviewed and asked six open-ended interview questions. This study found that stress and burnout affect the emotional and physical well-being of middle career educators in their current educational environment and identified the issues that contribute to the feelings of stress and burnout. Additionally, the study discussed how stress and burnout manifest in teacher attitudes, dispositions and behaviors. Despite the causes and impact of stress and burnout among this population, it revealed that teachers in years 10-20 years of the career are still motivated and inspired by students to remain in the classroom and profession. This knowledge can establish a path towards solutions to improve professional well-being along with the classroom and school climate. Students are best served by policies that are related to keeping the most effective teachers in the classroom.
Author: Andrea Marie Wadsworth Publisher: ISBN: Category : Teachers Languages : en Pages : 86
Book Description
Teacher stress and burnout were identified in the 1970s and 1980s as a phenomenon associated with the culture and climate of the classroom and school. Stress and burnout affects more than an individual's well-being. It has the potential to influence an undesirable classroom environment. The purpose of this mixed methods study is to comprehend the current emotional well-being of middle career educators. This study may be of value to organizations to gain intimate knowledge of this population. In this study the researcher administered the Maslach Burnout Inventory, Educators Survey (MBI-ES) and the Areas of Worklife Survey (AWS) to 50 middle career K-12 teachers. From the fifty participants, fifteen (five elementary, five middle and five high school teachers) were also interviewed and asked six open-ended interview questions. This study found that stress and burnout affect the emotional and physical well-being of middle career educators in their current educational environment and identified the issues that contribute to the feelings of stress and burnout. Additionally, the study discussed how stress and burnout manifest in teacher attitudes, dispositions and behaviors. Despite the causes and impact of stress and burnout among this population, it revealed that teachers in years 10-20 years of the career are still motivated and inspired by students to remain in the classroom and profession. This knowledge can establish a path towards solutions to improve professional well-being along with the classroom and school climate. Students are best served by policies that are related to keeping the most effective teachers in the classroom.
Author: Elias Rodriguez Publisher: Universal-Publishers ISBN: 158112368X Category : Education Languages : en Pages : 173
Book Description
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: 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: Publisher: ISBN: Category : Burn out (Psychology) Languages : en Pages : 48
Book Description
Teacher stress is a concern for modern day school systems because of the relationship between teacher stress and negative outcomes such as absenteeism, poorer work performance, and increased likelihood of physical and mental illness (Joseph, 2000). Teaching is reported to be one of the top highest stressful professions (Kyriacou, 2001). Much of the research identifying sources of stress is out of date when compared to the changes in education over the past ten years. Middle school has been under researched in the previous literature because the concept of the middle school is more recent compared to elementary and high school. The purpose of this study is to identify the level of stress and sources of stress perceived by middle school teachers. Further, identifying trends will aid in targeting support and interventions to decrease the level of stress felt by teachers. Each potential stressor is rated by teachers on both the frequency the factor causes stress and the intensity of the stress felt. The data was compared based on gender, years of teaching experience, and subject area to identify trends and most vulnerable populations. While no significant differences were identified between gender and years of experiences, overall level of stress varied significantly dependent upon the subject area the teacher taught.
Author: Bridgette Leah Wicke Publisher: ISBN: Category : Middle school teachers Languages : en Pages : 158
Book Description
The purpose of this case study is to examine the intersection of personal and professional stress in the lives of public middle school teachers. Many aspects of a teacher’s professional life may contribute to stress and burnout, including pressures from administration, time pressures, observations, assessments, workload, classroom management, discipline, student learning, and motivational issues. Many aspects of a teacher’s personal life may also contribute to stress and burnout, including family responsibilities, finances, and time pressures. In order to overcome pressures at work and home, teachers oftentimes develop successful strategies or coping mechanisms. Other times, teachers burn out and quit the profession. The central research question for this study was, how do public middle school teachers describe the stress that impacts them in their professional and personal lives? The theory guiding this study was burnout theory by Maslach and Leiter. Ten public middle school teachers in central Florida were examined in a case study. To gather data needed for this study, interviews were conducted, a focus group interview was used, and letters written by teachers were examined. Data analysis utilized open coding and the identification of themes or classifications. Understanding patterns and themes of teacher stress, burnout, and coping strategies can help to reduce teacher burnout and attrition.
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: 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: 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: Andrea Marie Wadsworth
Author: Andrea Marie Wadsworth
Author: Diana Michele Curtaz
Author: Elias Rodriguez
Author: A. Gary Dworkin
Author: 
Author: Anthony Gary Dworkin
Author: Bridgette Leah Wicke
Author: Alfred S. Alschuler
Author: Nicholas Preston Mercer![Flash Feedback [Grades 6-12] PDF](https://books.google.com/books/content/images/frontcover/P9zQDwAAQBAJ?fife=w80-h100)
Author: Matthew Johnson