A Study of Teacher Burnout During the COVID-19 Pandemic PDF Download
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Author: Julia Gale Hughes
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 0
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Book Description
Author: Julia Gale Hughes
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 0
Get Book Here
Book Description
Author: Alfred S. Alschuler
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
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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: Christopher J. McCarthy
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 339
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Book Description
This volume informs our understanding of how educational settings can respond to the challenges of the COVID-19 pandemic and beyond. Teaching has always been a challenging profession but the pandemic has added unprecedented levels of demands. Much of what we know about stress and trauma in education predates the COVID-19 pandemic. As the pandemic recedes, it seems likely that recruiting and retaining teachers, always a challenge, will become even more difficult. This could not be worse for students, who face steep losses in their academic and socio-emotional progress after more than two years of pandemic-impacted schooling. The silver lining is that scholars who study the occupational health have spent the past several years studying the effect of the pandemic on teachers, which led us to edit this volume to collected what is known and have these experts explain how we can better support teachers in the future. This book documents the many impacts of the pandemic on the teaching profession, but also leverages research to chart a path forward. Part I examines the contours of stress, with a particular emphasis on COVID-19 impacts. These contributions range from parents’ achievement worries to compassion fatigue, and, more optimistically, how teachers cope. Part II examines pandemic impacts on pre-school teachers, in both the U.S. and in Australia. Given the social distancing in place during the pandemic, pre-school students and their teachers were under unique demands, as there is no substitute for the personal connection critical at that age. It is likely that students entering elementary school in the next few years will have work to do in their social skills. Part III focuses on mentoring and stress during the pandemic. Mentoring is an important part of teacher’s professional development, but the pandemic scrambled traditional forms of mentoring as all teachers were thrown into unfamiliar online technology. The final section of this book, Part IV, includes links between teacher stress and trauma during the pandemic. Clearly, with the ongoing nature of the pandemic, it is easy to see how trauma is likely to manifest in years to come. Readers of this book will better understand teacher demands, as well as the resources teachers will need going forward. Teachers made heroic efforts during the pandemic to help their students both academically and personally. We owe to them to learn from research during the pandemic that points to the way to a healthier occupational future.
Author: Wesley Barnett
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Book Description
As a result of the Covid-19 pandemic, educators have experienced several drastic changes to teaching including the introduction of distance, virtual, hybrid, and in-person learning. During these stages of education, teachers experienced dramatic new occupational responsibilities which produced unintended consequences for many educators throughout the country. Now that the Covid-19 pandemic has officially ended, the researcher designed this study to understand the impact these occupational changes have had on educators' occupational stress levels, views toward school climate, and overall level of burnout. The scope of this research study was centered around teachers' own perspectives toward occupational requirements, their stress levels, their own views on school climate, and teacher burnout levels pre-and post-pandemic. To accumulate data in an effective and systematic approach, the researcher designed an explanatory, sequential, mixed-method study where data was obtained from the teaching faculty at a middle school in southern California. Quantitative data was obtained through a survey and qualitative data was gathered through semi-structured interviews. The data revealed that the Covid-19 pandemic significantly increased the occupational responsibilities of teachers. Further, the data shows that the occupational stress levels of educators greatly increased, the views toward school climate greatly decreased and the overall levels of burnout significantly increased. This data can be considered valid as the researcher avoided influencing participants' responses and analyzed the data in a uniform and systematic approach. The study concluded that teachers would benefit from more well-established occupational responsibilities and requirements. This would lead to less occupational stress levels for teachers, which would improve burnout levels. Further, this researcher identifies a need to research ways to better support the emotional, social, and mental health of teachers and students post pandemic. This could improve school climate and hopefully lower teacher burnout levels. Without any action, the United States can be entering a very concerning period in education.
Author: Erin A. Singer
Publisher: Emerald Group Publishing
ISBN: 1803824174
Category : Education
Languages : en
Pages : 365
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Book Description
Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions. .
Author: Sarah Mercer
Publisher: Oxford University Press
ISBN: 0194405605
Category : Foreign Language Study
Languages : en
Pages : 249
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Book Description
This book seeks to support and maintain teacher wellbeing, particularly for language teachers, through a variety of approaches. While acknowledging the importance of contextual factors, the book serves as a practical guide for individual teachers, helping them discover strategies for nurturing and promoting their wellbeing.
Author: Christina Nicole Giannikas
Publisher: Information Science Reference
ISBN: 9781799887188
Category : English language
Languages : en
Pages : 412
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Book Description
"This edited volume offers a platform for exploring how the field of language teaching is adapting to changes that have derived from the pandemic, with a strong focus on the challenges faced and ways to move forward"--
Author: Jaimee A. Hager
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 0
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Book Description
Teachers are consistently faced with adversity, which can affect their ability to feel efficacious in their position, causing them to experience a decrease in their job satisfaction and putting them at risk for burnout. Recently, teachers have experienced significant changes in education, as the COVID-19 pandemic has increased illnesses and forced necessary safety adaptions in the educational setting. This study is a quantitative research design. Participants included 40 elementary teachers from Isle of Wight County Schools in Virginia. Participants were provided a link or QR code to access the survey. This study used a Pearson Correlation to measure relationships between teacher self-efficacy, job satisfaction, burnout, and stress from the COVID-19 pandemic. Results from these statistical analyses indicated no significant relationships between teacher self-efficacy, job satisfaction, burnout, and stress from the pandemic, as measured by Likert-scaled surveys. The lack of significant correlations for teacher self-efficacy, burnout, and stress related to the pandemic were likely due to statistical power. Similar results for a larger sample size would have yielded results of stronger statistical significance. While results were not statistically significant, previous research indicates the need to provide teachers positive support, learning opportunities, and an encouraging atmosphere to promote a positive sense of self-efficacy and happiness in the workplace, despite unique adversities, such as the COVID-19 pandemic.
Author: Jenny Grant Rankin
Publisher: Taylor & Francis
ISBN: 1000631745
Category : Education
Languages : en
Pages : 198
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Book Description
Offering clear strategies rooted in research and expert recommendations, the new edition of First Aid for Teacher Burnout empowers teachers to prevent and recover from burnout while finding success at work in a sustainable way. 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, using technology to your advantage, managing classroom behavior, advocating for support from your administration, securing the help of parents and community, and more. New in this edition, the author expands on discussion about teacher activism, using digital resources, as well as a wealth of tips throughout for those teaching virtually. 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: A. Gary Dworkin
Publisher: SUNY Press
ISBN: 9780887063497
Category : Education
Languages : en
Pages : 268
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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.
