Search results for: Teacher burnout
Page 1/3 21 items
Entering, Staying, Shifting, Leaving, and Sometimes Returning: A Descriptive Analysis of the Career Trajectories of Two Cohorts of Alternatively Certified Mathematics Teachers
This article examines the career trajectories of recent college graduates and career changers who became mathematics teachers in hard-to-staff schools through New York City Teaching Fellows (NYCTF). The goal is to understand the main patterns in their careers before, during, and after teaching. The study provides a portrait of the career trajectories and decision-making of more than 600 NYCTF mathematics teachers over a nine-year period. The study incorporates survey and retention data collected as part of a longitudinal research project on NYCTF mathematics teachers. The analysis of the teachers’ career trajectories is illuminated by descriptive statistics and qualitative analyses of teachers’ open-ended survey responses. The article deepens our understanding of teachers’ career decision-making as it unfolds over time. For example, it documents that the leavers emphasized different reasons for leaving NYC public schools, depending on when they left. The study also challenges conventional understandings of teacher turnover by finding consequential amounts of midyear and involuntary turnover and by demonstrating the stochastic nature of some teachers’ trajectories. It further shows that, although in many ways similar, the career trajectories of the career changers and recent college graduates differed in key regards; for example, although the career changers seem to have had greater trouble adjusting to teaching, they were more likely to remain in the district a decade after entry than the recent graduates. The discussion focuses on the implications of the study for recruitment and retention strategies that can ameliorate pressing teacher turnover and shortage issues. It posits that, given the high rates of turnover among NYCTF mathematics teachers, recruitment strategies focused on recruiting high-achieving recent graduates and professional career changers will not solve long-standing teacher turnover issues in districts such as NYC public schools. As such, districts need to focus on retention strategies. These would include, for example, training and induction tailored to meet the different needs and career goals of career changers and recent graduates.
Updated: Jan. 29, 2022
Early career teachers continue to flee the profession in many countries around the world. In a series of their own studies, the authors have attempted to better understand the intentions of early career teachers. In this paper, they build on themes that emerged in a 2015 study, published in Teaching Education, with 40 second- and third-year teachers, and interviewed 15 more second- and third-year teachers from another Canadian province. Using a semi-structured interview procedure with a method of thematic analysis, the same 2015 themes emerged in the new study with the exception of two original themes: It’s the kids; and An opportunity for relief: Relational support. Both new themes highlighted relational aspects of sustainability and turned us to the notion of relational agency. The authors draw on the conception of relational agency to inquire into how early career teachers might establish a capacity to align their thoughts and actions with others on the professional knowledge landscape. They then pose questions surrounding how relational agency helps teacher educators, administrators, and teac
Updated: Jan. 05, 2022
A Self-study Exploration of Early Career Teacher Burnout and the Adaptive Strategies of Experienced Teachers
Isolation, organisational pressures, and role-related distress, can result in teachers, particularly early career teachers (ECTs), experiencing greater risk of burnout. For many ECTs, a lack of practical strategies for dealing with these conditions contributes to this. Using self-study methodology, this research unpacks why ECTs experience burnout, identifies adaptive strategies that experienced teachers use, and discusses the applicability of these practices for ECTs. Conversations between an ECT and three experienced teachers provided alternate lenses to apply reflective unpacking of adaptive strategies. The findings illustrate how the risk of burnout for ECTs is increased by challenging student behaviour, isolation, a lack of collegiality and engagement with professional networks, and being overloaded with responsibilities. The findings also suggest that being overworked is less of a contributing factor to burnout than feeling disconnected from one’s school, peers, and community. Adaptive strategies for alleviating the effects of burnout were explored and recommendations for practice presented.
Updated: Dec. 16, 2021
Preservice Teacher Burnout: Secondary Trauma and Self-Care Issues in Teacher Education Provided to Pre-Service Teachers
This study examines preservice teacher coursework and interview data related to encountering student trauma, secondary trauma, and the role of self-care during clinical placement experiences. A thematic analysis of the data led to the identification of four main themes: the power of student stories, recognition of the many forms of trauma, preservice teacher burnout, and barriers to integrating self-care. Additionally, the authors’ analysis revealed the ways in which preservice teachers experienced secondary trauma as a consequence of forming relationships with students and listening to their stories. Some of the effects of this secondary trauma were mitigated by engaging in self-care, but those preservice teachers who felt they failed at supporting their personal wellness experienced burnout. More troubling, only one preservice teacher recognized self-care’s connection to trauma-informed teaching. The authors’ findings reveal the importance of infusing content on trauma, secondary trauma, and self-care in teacher education coursework and the need to provide professional development on trauma-informed teaching for clinical placement school sites.
Updated: Nov. 07, 2021
Despite the increased focus on why new special education teachers leave the field, the knowledge related to teacher attrition in special education is still somewhat limited when compared with the field of general education. In this study, the authors conduct several Nominal Group Technique (NGT) focus groups to learn more about the perceived needs of new special education teachers. Focus groups are held with three specific groups, preservice special education teachers, new special education teachers, and school administrators to further investigate the potential differences in perceptions about the needs and roles of new special education teachers.
Updated: Jul. 28, 2019
The possibilities of reducing the danger of burnout can be based on regarding the professional self-efficacy crisis as the basis for understanding the burnout process, and will be presented below. 1. The school's organizational sphere. In this context, it is possible to operate on two complementary planes: (1) the establishment of collegial support groups, and (2) the nurturing of a supportive environment. 2. The task component and the teacher's professional performance. 3. Cultivating teaching styles that seek to target pupils' problems. 4. Stress management.
Updated: Jun. 19, 2017
Promoting Well-being and Preventing Burnout in Teacher Education: A Pilot Study of a Mindfulness-Based Programme for Pre-service Teachers in Hong Kong
The aim of this study was to examine the possible effects of a six-week mindfulness programme for student teachers, and the feasibility of implementing the programme in a local community. The results indicate that most students experienced poor well-being and mild anxiety. However, the six-week mindfulness programme significantly increased the mindfulness and well-being of the intervention group. Furthermore, the depression, anxiety and stress scores of the intervention group dropped while those of the control group increased after the six-week mindfulness programme, suggesting that the changes may have been a result of mindfulness training.
Updated: May. 24, 2017
Caring Relationships in School Staff: Exploring the Link between Compassion and Teacher Work Engagement
In this article, the authors used a moderated-mediation model to examine the direct and indirect effects of compassion and teacher work outcomes such as emotional vigor, burnout, organizational commitment, and job satisfaction. This study demonstrates that everyday acts of compassion generate feelings that seep into individuals’ attitudes and outcomes. The findings revealed that expressions of compassion toward teachers to be positively associated with key teacher work outcomes including emotional vigor, organizational commitment, and job satisfaction, and negatively associated with teacher burnout. Furthermore, the findings indicate that compassion may serve a major role in teachers’ coping abilities with student-misbehavior stress.
Updated: Jun. 23, 2016
The study aims to gain a better understanding of the interrelation between teachers’ proactive strategies (self- and co-regulation) and perceived teacher-working environment fit that would be mediated by a socio-contextual burnout experience. The results indicate that teachers can learn the kinds of strategies that allow them to reduce burnout and construct a better working environment fit. Furthermore, teacher’s co-regulation and ability to seek and receive social support from colleagues correlated positively with experienced teacher-working environment fit. Finally, the interrelation between teachers’ proactive strategies, both self- and co-regulation, and perceived teacher-working environment fit, is mediated by the socio-contextual burnout experience.
Updated: Sep. 06, 2015
Exploring Australian Pre-service Teachers Sense of Efficacy, Its Sources, and Some Possible Influences
This study examined the sense of efficacy of final-year Australian pre-service primary teachers and the sources of information that contributed to it. The findings revealed that these beginning teachers have a healthy sense of efficacy for teaching as they begin their professional lives, with the majority feeling they can influence the education of their students quite a bit. Furthermore, the results suggest that respondents did not make any differentiation between classroom management, instruction or student engagement tasks. Finally, the pre-service teachers appeared to use four distinct sources of information when assessing their sense of efficacy in classroom behaviour management: enactive mastery experiences/verbal persuasion, personal qualities, vicarious experiences and physiological and affective states.
Updated: Aug. 05, 2015