Teacher burnout?Solutions for the 1980s: A review of the literature

Cunningham, William G.

doi:10.1007/bf01112341

Cited by 99 publications

(59 citation statements)

References 17 publications

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“…Nevertheless, the nature of this relationship is still a cause for questioning. One possibility could be that burnout causes job dissatisfaction (Burke, 1987;Cunningham, 1983;Wolpin, Burke, & Greenglass, 1991). The opposite hypothesis is that job dissatisfaction could lead to burnout (Dolan, 1987;Leiter, 1988;Stout & Williams, 1983).…”

Section: Introductionmentioning

confidence: 99%

Job satisfaction and burnout among Greek P.E. teachers. A comparison of educational sectors, level and gender.

Kroupis¹,

Kourtessis²,

Kouli³

et al. 2017

CCD

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The purpose of this study was to examine possible differences and relations in Physical Education (P.E.) teachers' perceived job satisfaction and burnout, in relation to educational sector (private vs public), educational level (primary vs secondary) and gender. Two hundred and eighty two P.E. teachers, aged from 24 to 65 years old (M = 43.6, SD = 5.45), both from elementary and secondary schools, participated in the study. One hundred of them served in private schools and 182 in public ones. Their working exprerience ranged from one to 37 years (M = 14.5, SD = 7.23). The Employee Satisfaction Inventory (Koustelios & Bagiatis, 1997) was employed to assess job satisfaction. For the measurement of burnout, Maslach Burnout Inventory (Maslach & Jackson, 1986), which has been validated for the Greek population, was used. The results revealed a negative relationship between job satisfaction and burnout. Private sector P.E. teachers seem to experience higher job satisfaction and lower burnout compared to their public sector colleagues. Furthermore, P.E. teachers who serve both in elementary and secondary schools, appear to experience higher job satisfaction. Finally, secondary P.E. teachers seem to experience lower burnout compared to their primary education colleagues. No statistically significant differences were found in relation to gender for both job satisfaction and burnout. Overall, it seems that P.E. teachers who work in private schools and/or in secondary education seem to be more satisfied and less burned-out. Implications of the aforementioned observed relationships are discussed.Key words: Private school, public school, primary education, secondary education. ResumenEl objetivo de este estudio fue examinar las posibles diferencias y relaciones en la Educación Física (EF) con respecto a la percibida satisfacción laboral y el burnout de los profesores de la EF en relación con el sector de la educación (privado versus público), nivel educativo (primario versus secundario) y género. 282 profesores de la EF participaron en el estudio,con edades entre 24 y 65 años (M = 43.6, SD = 5.45), tanto de escuelas primarias que de secundarias, 100 siendo de las escuelas privadas y 182 de las públicas. Su experiencia de trabajo varía de uno a 37 años (M = 14.5, SD = 7.23). Para la evaluación de la satisfacción laboral se empleó el Inventario de Satisfacción del Empleado (ESI) (Koustelios & Bagiatis, 1997). Para la medición del burnout, se utilizó el Inventario Maslach Burnout (MBI) (Maslach & Jackson, 1986), que también ha sido validado para la población griega. Los resultados revelaron una relación negativa entre la satisfacción laboral y el burnout. Los profesores de la EF trabajando en las escuelas privadas parecen experimentar mayor satisfacción en el trabajo y menor burnouten comparación con suis colleges del sector público. Además, los profesores de EF trabajando en el mismo tiempo en las escuelas primarias y secundarias, parecen experimentar mayor satisfacción laboral, mientras que los de la secundaria parec...

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Section: Introductionmentioning

confidence: 99%

Job satisfaction and burnout among Greek P.E. teachers. A comparison of educational sectors, level and gender.

Kroupis¹,

Kourtessis²,

Kouli³

et al. 2017

CCD

View full text Add to dashboard Cite

show abstract

“…The results of the study provided data concerning types of stresses experienced, sources of stress at work and home, effects of stress and burnout, and relative effectiveness of the two training approaches in terms of degree of relief, variety and type of methods utilized, and degree of involvement. The results indicate that the teachers who received the individual training method did significantly increase the time they spend on managing stress.In recent years, attention has been drawn to the problem of stress among public school teachers due to the increasingly higher rates of turnover (Cunningham, 1982). Various approaches have been taken in describing these concerns, but they all point to the negative impact of stress and subsequent burnout (e.g.…”

mentioning

confidence: 99%

“…In recent years, attention has been drawn to the problem of stress among public school teachers due to the increasingly higher rates of turnover (Cunningham, 1982). Various approaches have been taken in describing these concerns, but they all point to the negative impact of stress and subsequent burnout (e.g.…”

mentioning

confidence: 99%

Teacher stress: Issues and intervention

Jenkins¹,

Calhoun²

1991

Psychol. Schs.

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The purpose of this study was to consider the stress within the teacher's environment and examine methods of assisting public school teachers with managing stress. Participants in the study were 124 female public school teachers of grades K-12 from the public school systems of two central Georgia counties. Three weeks after completing a set of pretest questionnaires, each teacher participated in one of two threehour training sessions. In the individualized training method, participants were led through a step-by-step development of an individualized plan for more effectively managing the stressor they had identified at the beginning of the training session.By the end of the session, each participant had her own plan for working on her own major stress. In the global approach training method, information about stress was presented to the participants in a lecture fashion with the focus being on general knowledge with no attempt being made to direct the participants in the development of individualized plans. Approximately three weeks after the training session, all participants were sent a set of questions concerning their activities in stress management since the training. The results of the study provided data concerning types of stresses experienced, sources of stress at work and home, effects of stress and burnout, and relative effectiveness of the two training approaches in terms of degree of relief, variety and type of methods utilized, and degree of involvement. The results indicate that the teachers who received the individual training method did significantly increase the time they spend on managing stress.In recent years, attention has been drawn to the problem of stress among public school teachers due to the increasingly higher rates of turnover (Cunningham, 1982). Various approaches have been taken in describing these concerns, but they all point to the negative impact of stress and subsequent burnout (e.g. Cunningham, 1983). Litt and Turk (1985) have noted that, in regard to stress among teachers, "the severity and scope of the problem appear unprecedented" (p. 178). Stress has been cited as a major factor in teachers' decisions to leave teaching. Cotanch (1984) pointed out "that job dissatisfaction and burnout probably have contributed to high rates of teacher absenteeism and turnover as well as to increased student apathy, negativism, and misbehavior. . .others are affected with lethargy, cynicism and despair" (p. 1125). Long, Avant, and Harrison (1986) conclude "that there is little question that teachers are facing serious difficulties in their jobs and that this is taking a toll on the quality of education in this country" (p. 21).Beginning with this basic insight, the purpose of this study is to consider stress within the teacher's environment and examine methods of assisting public school teachers with managing stress. Before beginning, a review of the conceptualization of stress is in order. Conceptualization of StressWithin the past several years, few areas of contemporary sociology and psyc...

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“…A number of researchers (Campbell, 1983;Cunningham, 1983;Farber, 1984;Murphy, 2010) noted that when burnout is present, teacher productivity declined in different ways. Burnout has been associated with excessive absenteeism, low productivity, and ineffectiveness (Cunningham, 1983). Miller and Wilte (as cited by Campbell, 1983) noted that teachers with burnout characteristics might become excessively strict, overreact to classroom situations, punish excessively, become dictatorial and verbally abuse students.…”

Section: Anxiety Stress and Burnoutmentioning

confidence: 99%

“…While conducting a literature review, Cunningham (1983) found that large class sizes, lack of resources, and limited promotional opportunities served as sources of high levels of stress that could potentially lead to teacher burnout. Cedoline (1982) identified seven standard causes of burnout:…”

Section: Anxiety Stress and Burnoutmentioning

confidence: 99%

The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating pre-service teacher concerns.

Harris¹,

Diane²

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Harris, Twyla Diane 1959-, "The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating preservice teacher concerns." (2015). Hamman, & Olivarez, 2007; Gold, 1985). A strategy for addressing attrition is to reduce self-preservation concerns in pre-service education programs.This study used a mixed-methods quasi-experimental research design to examine two STEM teacher education programs, with the long-term goal of improving STEM teacher retention. The first, "SkyTeach", incorporated instructional experiences and an assortment of mentoring models prior to student teaching. The second program utilized primarily observational field experiences and academic advisors preceding student teaching. This study investigated how engaged field experiences and multi-faceted mentoring impacted pre-service teacher concerns.Concerns measured included self-preservation, task-related, and impact concerns.Quantitative results showed no significant differences between Traditional and SKyTeach vi pre-service teachers (PST) on any concern before student teaching. Both programs possessed moderate levels of individual concerns. A qualitative investigation into self-preservation concerns revealed that Traditional PSTs recorded mainly content concerns; whereas SKyTeach PSTs primarily noted respect concerns before student teaching. Qualitative findings denoted a shift in Traditional PSTs' concerns from content to respect concerns, whereas SKyTeach self-preservation concerns essentially disappeared by end of student teaching.Impacts of mentoring and field experiences on self-preservation concerns were investigated. Before student teaching, Traditional PSTs experienced primarily observational experiences; whereas, SKyTeach PSTs had instructional practice experiences. Those PSTs with more instructional practices concluded that they were not intimidated by the upcoming teaching experience. Traditional PSTs identified academic advisors as mentors and SKyTeach identified a variety of mentors prior to student teaching. During student teaching, both programs stated their primary mentors were their cooperating teachers and university supervisors. SKyTeach PSTs also relied on SKyTeach Master Teachers as a secondary source of counsel. This evidence indicated that the presence of a trained mentor reduced self-preservation concerns.This study found having a mentor who provided a triad of support coupled with the focused observational and instructional field experiences helped reduce self-preservation concerns among PSTs before student teaching.

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Teacher burnout?Solutions for the 1980s: A review of the literature

Cited by 99 publications

References 17 publications

Job satisfaction and burnout among Greek P.E. teachers. A comparison of educational sectors, level and gender.

Job satisfaction and burnout among Greek P.E. teachers. A comparison of educational sectors, level and gender.

Teacher stress: Issues and intervention

The effects of highly engaged field experiences and multi-faceted mentoring stategies on ameliorating pre-service teacher concerns.

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