Search results for: Teacher burnout
Page 2/2 17 items
Pre-service and Beginning Teachers’ Professional Identity and its relation to Dropping Out of the Profession
The current study examines different perceptions of pre-service and beginning teachers’ professional identity in relation to their decisions to leave the profession. The findings revealed that pre-service teachers tended to have naïve and idealistic perceptions of teaching. Furthermore, dropout teachers showed most emotional burnout.
Updated: Apr. 14, 2011
The purpose of this study was two-fold: (1) to test the factor structure of a recently developed Norwegian scale for measuring teacher self-efficacy, and (2) to explore relations between teachers' perception of the school context, teacher self-efficacy, collective teacher efficacy, teacher burnout, teacher job satisfaction, and teachers' beliefs that factors external to teaching puts limitations to what they can accomplish. Norwegian teachers in elementary school and middle school participated in this study.
Updated: Aug. 24, 2010
In this essay, the author, a teacher educator in Texas, reflects on an encounter with a first-year Latina teacher, who has decided to leave the profession. Despite successfully learning and applying critical pedagogy, the first-year teacher finds herself isolated and frustrated, stuck between a societal push for standardized success and her own desire to nurture transformation among her students. In listening to first-year teacher's experiences, the author grapples with his own responsibilities as a teacher educator.
Updated: Jul. 13, 2010
Drawing upon a range of research, this article seeks to explore how and why teachers in the third and fourth decades of their professional lives sustain or do not sustain their beliefs and sense of commitment to teaching at its best. The authors address the challenges regarding veteran teachers' commitment and resilience by illustrating the stories of two teachers.The illustrations of two veteran teachers provide three important messages for researchers, school leaders and policy-makers interested in understanding teachers' work, lives and effectiveness and raising and maintaining standards.
Updated: Dec. 02, 2009
Teacher burnout is recognized as a serious problem. In research it has been related to many person-specific variables; one of these, the variable of existential fulfilment, has received very little attention thus far. The present study focuses on the relationship between existential fulfilment and burnout among 504 secondary school teachers in the Netherlands. The inquiry demonstrated the importance of existential fulfilment for the prevalence and prevention of burnout among teachers.
Updated: Jun. 10, 2009
This study examined relations between teachers' perception of the school context, teacher burnout, and teacher job satisfaction. 563 Norwegian teachers in elementary school and middle school participated in the study. Four aspects of teachers' perception of the school context (supervisory support, time pressure, relations to parents, and autonomy) and three dimensions of teacher burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) were measured.
Updated: Apr. 01, 2009
Does burnout begin with student-teaching? Analyzing efficacy, burnout, and support during the student-teaching semester
Burnout may begin as early as the student teaching experience. The article examines data from 49 student-teachers in the Southwest United States, gathered twice during their student-teaching period. The data included teacher efficacy, burnout, learning climate and cooperating teacher support. The study indicates significant interactions in three factors of burnout by guidance group, such that student-teachers who experience high guidance demonstrate lower levels of burnout at the end of their practicum.
Updated: Dec. 10, 2007