NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1397476
Record Type: Journal
Publication Date: 2022
Pages: 3
Abstractor: ERIC
ISBN: N/A
ISSN: N/A
EISSN: N/A
Issues Surrounding Teacher Burnout: Questions and Possible Answers to an Increasing Problem
Stouffer, Ted
BU Journal of Graduate Studies in Education, v14 suppl 1 2022
Many teachers feel unimportant because they have little input into the decisions that affect them. Their interactions with students, parents, other staff, and administrators are often based on policies that they had no part in creating, such as disciplinary measures. If the teachers do not feel in control of the process, they are apt to withdraw and become discouraged. Their feelings of being undervalued may turn to fear, and a perceived threat takes on the spectre of something larger (Chang, 2009).Teachers are on the front lines of stress, exhaustion, and burnout. Few other professions experience the mass exodus of staff as does the teaching profession, with stress-related burnout cited as the most common cause. Stressors include feelings of little input, lack of support, changes in teaching assignments, low self-efficacy, and failure to team-build. This article examines how addressing these stressors has the potential to reduce the number of resignations due to burnout.
Brandon University. 270 18th Street, Brandon, Manitoba R7A6A9. Tel: 204-727-9616; e-mail: facultyed@brandonu.ca; Web site: https://www.brandonu.ca/master-education/journal/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A