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Author: Keith Redman
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages :
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Author: Keith Redman
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages :
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Author: Dr. Renee Peterson Hooper
Publisher: Lulu.com
ISBN: 1304502279
Category : Education
Languages : en
Pages : 106
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Book Description
Teachers have been entrusted with the important job of providing a foundation for their students' educational journey. Their role is essential for providing an education that promotes lifelong learning, ensures motivation, and encourages a positive outlook on learning outcomes. Teachers must also encourage students to become proficient at the skills they need to be successful globally. By addressing the issues of burnout and stress, results could have the effect of improving academic achievement and preparation of students.
Author: Richard Lewis Schwab
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 145
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Book Description
The issue of burnout in the teaching profession has recently received much attention. Despite the interest in this topic, research in teacher burnout is limited. This study was designed to empirically examine teacher burnout and its relationship to the organizational stress variables of role conflict and ambiguity.This exploratory study had two purposes. The first was to examine if teachers differ with respect to select background variables in their perceptions of role conflict, role ambiguity and burnout. The second was to examine the relationship among the organizational stress variables of role conflict and role ambiguity and teacher burnout when controlling for the effect of select teacher background variables. The select teacher background variables of age, sex, marital status, grade level taught, years of experience, degrees held, and size of community taught in were drawn from literature as possibly effecting teacher's perception of role conflict, role ambiguity and burnout. Although some writers have hypothesized that role conflict and ambiguity may be related to burnout, no prior empirical studies have been conducted to examine this relationship. The sample of classroom teachers for this study (N = 469) was randomly selected from the active membership list of the Massachusetts Teachers Association. Teachers responded to a four part Teachers' Stress Survey. The first and fourth parts elicited demographic and personal information. The second section contained the Maslach Burnout Inventory, developed to assess the frequency and intensity of burnout in the helping professions. The Maslach Burnout Inventory has 3 subscales: Emotional Exhaustion, Depersonalization and Personal Accomplishment. Part three of the Teachers' Stress Survey contained a Role Questionnaire developed by Rizzo, House & Lirtzman (1970) to measure respondents' perceptions of role conflict and role ambiguity in their organization. Multivariate analysis of variance (MANOVA) was used to assess differences in teachers perceptions of role conflict, role ambiguity and burnout when grouped by select background factors. Multiple regression was used to examine the relationship among role conflict, role ambiguity and teacher burnout when controlling for selected background variables. The significant findings were as follows: (1) When teachers were grouped according to the background variables of age and number of years taught, they differed in perceptions of role conflict and ambiguity. (2) When teachers were grouped according to sex, they differed in perceptions of burnout on the Depersonalization and Personal Accomplishment subscales of burnout. (3) When teachers were grouped according to grade level taught, they differed on the Depersonalization and Personal Accomplishment subscales of burnout. (4) When teachers were grouped according to age, they differed in perceptions on the Emotional Exhaustion subscale of burnout. (5) Role conflict and role ambiguity each explained a significant amount of variance in the Emotional Exhaustion and Depersonalization subscales of burnout. (6) Role conflict explained the most variance in the Emotional Exhaustion and Depersonalization subscales. (7) Role ambiguity explained a significant amount of variance in the Personal Accomplishment subscale while role conflict did not. (8) In combination, role conflict and role ambiguity explained approximately 23% of the variance on the Emotional Exhaustion subscale, approximately 10% on the Depersonalization subscale and approximately 5% on the Personal Accomplishment subscale.
Author: Gerald Rupert Grace
Publisher: Routledge
ISBN: 0415689481
Category : Education
Languages : en
Pages : 160
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Gerald Grace here explores the concept of role conflict and the current theorizing about the problems of the teacher's role. He investigates four potential problem areas - role diffuseness, role vulnerability, role commitment versus career orientation, and value conflict - in a sample of one hundred and fifty secondary school teachers in a Midland town. The analysis shows how a teacher's commitment to a particular set of values exposes him or her to conflict in an achievement-oriented and pluralistic society. These conflicts, present in all schools, are seen in their clearest form among secondary modern school teachers. The author suggests that colleges of education, in emphasizing commitment and in assuming value consensus, predispose their students to conflict experiences. He indicates that internal career possibilities in schools and the influence of graduate or certified status are also important factors in conflict exposure. While accepting that certain role conflicts are important in the genesis of change, the author proposes that levels of dysfunctional conflict can be reduced by the action of head teachers, by structural change in the schools and innovations in teaching education.
Author: Janet C. Hayes
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 192
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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: Katherine S. Lee
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 0
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Researchers have noted that burnout in the United States is a problem among special educators and is getting worse (Brunsting et al., 2014; Garwood et al., 2018; Garwood, 2022), resulting in an annual attrition rate of 33%, leading to massive special education teacher shortages (Brownell et al., 2018; Garwood, 2022). This problem is exacerbated by shortages and the need for more highly qualified special educators. Special educators' roles are unique and differ from their colleague counterparts, and their working conditions place them at high risk for stress and burnout (Garwood, 2022; Soini et al., 2019). This role is so unique that it is necessary to conduct exploratory studies of special education burnout before assuming that interventions from other fields can be applied to this role. To explore this phenomenon, this research focused on the role of a special educator, the role-related stressors, and the relationship quality with students related to burnout. It was conducted using a sequential explanatory mixed-methods research design. A mixed-methods approach is the best way to explore special educators' perspectives and stories within this phenomenon. There were significant findings that could be explored further despite the differences in quantitative and qualitative results. The quantitative data showed most participants indicated a high level of conflict with their relationships with students. Additionally, role conflict and role ambiguity were statistically significantly positively correlated to emotional exhaustion and depersonalization. Focus group participants reported role conflict and role ambiguity in their current positions. Although this study may indicate positive correlations, further research and larger sample sizes are needed to confirm these findings. Within this national crisis, more critical research is needed, focusing on understanding the causes of burnout and how to manage and reduce its effects.
Author: Roland Vandenberghe
Publisher: Cambridge University Press
ISBN: 9780521622134
Category : Business & Economics
Languages : en
Pages : 400
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Book Description
International specialists review research in the field of career burnout in this 2009 volume.
Author: Nicky Jan
Publisher: GRIN Verlag
ISBN: 3668966435
Category : Foreign Language Study
Languages : en
Pages : 10
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Seminar paper from the year 2015 in the subject English - Pedagogy, Didactics, Literature Studies, grade: 1,6, University of Frankfurt (Main), language: English, abstract: In the last years the job as a teacher has become more and more stressful as many studies about burnout prove. One reason for this might be that teachers are put under pressure by various factors, for example the pressure to answer their own expectations, the parents, who get involved more and more into the school and the classroom, the feeling to be as good as other colleagues, the ongoing changes in the syllabus and structural changes that expect more and more from teachers, social expectations or status and many more aspects. The school is a social system and teachers are very important parts of this system, but unfortunately there is little attention paid to this fact. Many studies that try to analyze the system “school” mainly focus on the students and little on the teachers.
Author: Tammy Marie Stewart
Publisher:
ISBN:
Category : Burn out (Psychology)
Languages : en
Pages : 243
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Book Description
This meta-analysis explored the phenomenon of teacher burnout--the biggest contributor to teacher attrition (Owens, 2013; Unterbrink, 2014; Yu, 2015). The focus of this study was to use meta-analytical procedures to explore the relationship between burnout dimensions (i.e., emotional exhaustion, depersonalization, and feelings of personal accomplishment) and specific demand and resource correlates. Demand correlates included work overload, role conflict, role ambiguity, and student misbehavior. Resource correlates included peer support, supervisory support, and decision-making. This meta-analytical research method encompassed fifteen years of published and unpublished studies from January 2000 through January 2015. A total of 116 studies met the following inclusion criteria: use of the Maslach Burnout Inventory (MBI), and teacher participants from rural or urban public elementary, middle, and/or secondary schools. Coding schemes included relevant quantitative data (e.g., Pearson r values, p-values, t, F, mean and standard deviation, or Fisher's z statistics), and dichotomous or continuous variables. The study involved 39 meta-analyses using the Comprehensive Meta-Analysis (CMA, Version 2.0) software program to identify sample size, weighted mean correlational coefficient effect size, significance (p-value), mean, standard error, homogeneity (Q statistic), and degrees of freedom (df) within respective hypotheses and research questions. As hypothesized, findings indicated a positive relationship between emotional exhaustion and demand correlates, a negative relationship between depersonalization and resource correlates, and a positive relationship between personal accomplishment and resource correlates. No significant relationship was found between personal accomplishment and demand correlates, although unidentified variables may have moderated the relationship. This study provided substantive research, major findings, and practical recommendations that may influence future research, policies, and procedures to improve the wellbeing of educators. Teacher burnout is a debilitating psychological syndrome that continues to spread like wildfire and holds severe ramifications to the individual educator, students, educational system, and society as a whole. Previous research studies have lacked in: an organizational approach, empirical evidence, conclusive findings, and substantial research on the relationship between burnout dimensions and demand and resource correlates. Hobfoll's Conservation of Resource Theory (1993, 2001), Leiter's burnout model (1993), and Brewer's Process of Meta-Analysis (2003) served as the theoretical framework and systematic means that guided this study.
