Job Stress and Burnout among Industrial and Technical Teacher Educators

Brewer, Ernest W.; McMahan, Jama Lynn

doi:10.5328/jver28.2.125

Cited by 48 publications

(33 citation statements)

References 24 publications

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“…While the findings are consistent with the literature that shows competence is related to the sense of Personal Accomplishment a person may receive from his/her work (Brewer & McMahan, 2003), the results break new ground in reporting a negative association between the MBI subscale Depersonalization and competence. These results suggest a new explanation for Depersonalization that could be investigated in future research employing a prospective design, that is, that Depersonalization may arise as a distancing mechanism that seeks to minimize the sense of incompetence that arises from the more difficult human interactions where the worker lacks sufficient skills to bring the interaction to a successful conclusion.…”

Section: Competency Analysissupporting

confidence: 81%

Well-Being, Burnout and Competence : Implications for Teachers.

Pillay

Goddard

Wilss

2005

AJTE

160

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Traditionally, the teaching role has been one of nurturing and developing students' potential. However, teachers' work today comprises a complex mix of various factors that include teaching; learning new information and skills; keeping abreast of technological innovations and dealing with students, parents and the community. These are demanding roles and there are growing concerns about teacher well-being and competence. In particular, teachers are experiencing increasing levels of attrition, stress and burnout. This study investigated the relationship between burnout and competence for a sample of mid-career teachers in primary and secondary schools in Queensland. The results break new ground in reporting a negative association between the MBI subscale Depersonalization and competence that may be attributed to a distancing mechanism in difficult human interactions. Overall, the findings of this study hold implications for teacher training courses and the well-being and competence of teachers.

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Section: Competency Analysissupporting

confidence: 81%

Well-Being, Burnout and Competence : Implications for Teachers.

Pillay

Goddard

Wilss

2005

AJTE

160

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“…These changes include a massive growth in student numbers, a substantial decline in resources, an increased emphasis on quality assurance and accountability, a stronger focus on research output and pressure to attract research funding (Darmody & Smyth, 2008;Lacy & Sheehan, 1997;O'Connell, McCoy & Clancy, 2006;Scheutze & Slowey, 2002;Winefield, Gillespie, Stough, Dua, & Hapuarachchi, 2003). There is also now an expectation that academics are well equipped with IT skills, are good administrators and have the ability to constantly develop and market new programmes to an increasingly diverse student population (Brewer & McMahon, 2003;Doyle & Hind, 1998;Winter, Taylor, & Sarros, 2000). Furthermore, in the context of accounting, several reports and articles have been published which have been highly critical of accounting programmes for their failure to equip graduates with the skills needed for contemporary accounting practice (Albrecht & Sack, 2000;Bolt-Lee & Foster, 2003;Sundem, 1995).…”

Section: The Context Of the Studymentioning

confidence: 99%

Job satisfaction among accounting and finance academics: empirical evidence from Irish higher education institutions

Byrne

Chughtai

Flood

et al. 2012

Journal of Higher Education Policy and Management

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The central aim of the present study was to examine the levels of job satisfaction among accounting and finance academics in Irish higher education institutions. Additionally, this research sought to uncover the factors linked to the overall job satisfaction of these teachers. The findings showed that while, participants were generally satisfied with most aspects of their jobs; they expressed dissatisfaction with promotion prospects and time available for research. Furthermore, the results indicated that satisfaction with hours of work and satisfaction with the department head were the strongest predictors of academic staffs' overall job satisfaction. Finally, it was found that demographic variables did not significantly influence the overall job satisfaction of academics but they did exert a significant impact on their satisfaction with some of the job content and work context factors. Implications for Irish higher education institutions are discussed.

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“…These international concerns have been evidenced by research works conducted in China (e.g., Chan, 1998Chan, , 2002, Germany (e.g., Van Dick & Wagner, 2001; Van-Der-Doef & Maes, 2002), the Netherlands (e.g., Brouwers, Evers, & Tomic, 2001;Evers., Brouwers, & Tomic, 2002), the UK (e.g., Hastings, & Bham, 2003;Moriarty, Edmonds, Blatchford & Martin, C., 2001), the USA (e.g., Abel, & Sewell 1999;Brewer & Mahan, 2003, Dworkin, Saha, & Hill 2003, Australia (e.g., Dorman, 2003), Israel (e.g., Friedman, 2003), and Spain (e.g., Calvete & Villa, 1999;Doménech-Betoret, 2006;Flores & Fernandez-Castro, 2004).…”

mentioning

confidence: 99%