Teaching Careers: Exploring Links Between Well-Being, Burnout, Self-Efficacy and Praxis Shock

Abstract

Burnout and attrition are issues facing many professions. In a bid to better understand this phenomenon and ways to address it, this paper explores experiences of praxis shock, well-being, burnout, and self-efficacy during teachers' careers. Regression and mediation analyses of 836 responses to a questionnaire reveal that praxis shock may occur at multiple points in a music teachers' career. Findings reveal that praxis shock predicts patterns of reported burnout, well-being and self-efficacy. This impacts on the development of productive professional identities, career satisfaction and success. Evidence is presented regarding praxis shock and its impact across a teaching career.

Protective Factors and Teachers’ Risk to Burnout during the Covid-19 Pandemic. Do Kolb’s Educator Roles Matter? - A Cluster Analysis

“…The purpose of this analysis was to identify homogeneous groups or clusters based on their common characteristics. Considering previous studies on the relationship between well-being and teacher burnout [42,71,74,75], we developed the first question: Are there distinct teacher profiles based on psychological resources, that is, well-being, self-control, positive emotionality, respectively burnout risk, during the COVID-19 pandemic? (RQ1).…”

Research-to-Resource: Confronting and Overcoming Music Teacher Burnout

“…Researchers reported burnout also stems from challenges specific to music teaching, such as classroom management issues (Gumm & McLain, 2013), large enrollments inherent to ensemble instruction (Gordon, 2000), and clashing curricular ideologies (Hamann et al, 1987; Scheib, 2006). Music teachers who perceive gaps in their pedagogical knowledge or who otherwise feel unprepared for their teaching assignment often experience a greater degree of burnout (Ballantyne & Retell, 2020; Gordon, 2000). Taking the sociological perspective of role theory, Scheib (2003) identified four occupational role stressors that contributed to music teacher burnout: (a) role conflict (struggling to balance teaching, administrative, and personal tasks); (b) role overload (overwhelming demands); (c) underutilization of skills (feeling as though one’s talents are being squandered); and (d) resource inadequacy (especially concerning time and staffing).…”

“…When the gap between a teacher’s expectations and the reality of their teaching context is too great, praxis shock can occur—a “wake-up call” accompanied by feelings of inadequacy or disillusionment concerning a career in teaching. Praxis shock is a precursor to burnout; Ballantyne and Retell (2020) recommend that music teachers develop “proactive praxis” strategies and positive psychology approaches to build resilience. Strategies of this sort are detailed in the next section of this article; however, it is the primary responsibility of administrators, education leaders, and other stakeholders—along with teachers—to see through macro-level remedies to contextual factors contributing to burnout.…”

Initial Teacher Education in Hungary: Issues, Policies, Practices

“…The mentoring system has performed well since its introduction in the last decade; both the students and the schools like this system, as it serves a kind of a career incubation providing more protection for student teachers and apprentices (Sallai, 2015), and this can be considered as the main protective factor against early career change (Stokking, et al, 2003;Ballantine & Retell, 2020).…”