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This booklet presents articles that deal with identifying signs of stress and methods of reducing work-related stressors. An introductory article gives a summary of the causes, consequences, and cures of teacher stress and burnout. In articles on recognizing signs of stress, "Type A" and "Type B" personalities are examined, with implications for stressful behavior related to each type, and a case history of a teacher who was beaten by a student is given. Methods of overcoming job-related stress are suggested in eight articles: (1) "How Some Teachers Avoid Burnout"; (2) "The Nibble Method of Overcoming Stress"; (3) "Twenty Ways I Save Time"; (4) "How To Bring Forth The Relaxation Response"; (5) "How To Draw Vitality From Stress"; (6) "Six Steps to a Positive Addiction"; (7)"Positive Denial: The Case For Not Facing Reality"; and (8) "Conquering Common Stressors". A workshop guide is offered for reducing and preventing teacher burnout by establishing support groups, reducing stressors, changing perceptions of stressors, and improving coping abilities. Workshop roles of initiator, facilitator, and members are discussed. An annotated bibliography of twelve books about stress is included. (FG)
The purpose of this case study is to examine the intersection of personal and professional stress in the lives of public middle school teachers. Many aspects of a teacher’s professional life may contribute to stress and burnout, including pressures from administration, time pressures, observations, assessments, workload, classroom management, discipline, student learning, and motivational issues. Many aspects of a teacher’s personal life may also contribute to stress and burnout, including family responsibilities, finances, and time pressures. In order to overcome pressures at work and home, teachers oftentimes develop successful strategies or coping mechanisms. Other times, teachers burn out and quit the profession. The central research question for this study was, how do public middle school teachers describe the stress that impacts them in their professional and personal lives? The theory guiding this study was burnout theory by Maslach and Leiter. Ten public middle school teachers in central Florida were examined in a case study. To gather data needed for this study, interviews were conducted, a focus group interview was used, and letters written by teachers were examined. Data analysis utilized open coding and the identification of themes or classifications. Understanding patterns and themes of teacher stress, burnout, and coping strategies can help to reduce teacher burnout and attrition.
Every year, U.S. schools hire more than 200,000 new teachers for that first day of class; by the end of the school year, at least 22,000 have quit (Graziano, 2005). According to Graziano (2005), even those who make it beyond the demanding first year are not likely to stay long: "About 30% of new teachers flee the profession after just three years, and more than 45% leave after five years" (p. 40). It costs districts nearly $11,000 to replace teachers when they leave the profession (Graziano). This does not include the indirect cost related to investments the school district makes into its teachers: (a) professional development, (b) curriculum, and (c) school-specific knowledge. The U.S. Department of Education confirms that teacher turnover is highest in public schools where half or more of the students receive free or reduced lunches (Graziano, p. 40). According to research, stress, which in turn leads to burnout, is a cause of teacher attrition (Borg & Falzon, 1989; Capel, 1992). Half of the current teaching force is projected to retire between 2000 and 2010 (Southworth, 2000). As more teachers retire it is believed that they will be replaced by more inexperienced first-year teachers who, in turn, are not equipped to handle the stress that comes along with teaching (Archer, 1999). The magnitude of negative stress associated with teaching has been reported as a primary reason for teacher attrition and burnout (Bowden, 2000; Farber, 2000; Marshall & Marshall, 2003; Osborne, 1992; Terry, 1997). Teachers, namely new teachers, are faced with a growing emphasis on standards, accountability, diverse populations and lack of teacher and administrative support.
Creating a healthy, social classroom environment.
Information professionals are under constant stress. Libraries are ushering in sweeping changes that involve the closing of branches and reference desks, wholesale dumping of print, disappearing space, and employment of non-professional staff to fill what have traditionally been the roles of librarians. Increasing workloads, constant interruptions, ceaseless change, continual downsizing, budget cuts, repetitive work, and the pressures of public services have caused burnout in many information professionals.Managing Burnout in the Workplace concentrates on the problem of burnout, what it is and how it differs from chronic stress, low morale, and depression. The book addresses burnout from psychological, legal, and human resources perspectives. Chapters also cover how burnout is defined, symptom recognition, managing and overcoming burnout, and how to avoid career derailment while coping with burnout. - Focuses on burnout in relation to information professionals and their work - Explores how burnout is identified and diagnosed and how it is measured in the workplace - Provides an overview of interdisciplinary research on burnout, incorporating studies from various areas
The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers. Teachers are important drivers of student success in the immediate term, such as academic success. Nowadays, the education process is influenced by various factors which can all have a strong effect on the quality of teaching and learning. Having the intention to create high-quality teaching and learning, it is very important to clearly determine what those factors are, and what kind of effect they have on the education process. Different teacher characteristics and competencies have been distinguished in the literature as being relevant predictors of their instructional quality. Even though educational psychology has emphasized the significance of the personality role in the education process, the empirical evidence on the relationship between teacher characteristics and instructional quality is not yet conclusive. Certainly, there is much more to find out.
Despite increasing rates of teacher burnout, research is still unclear as to the exact triggers that eventually cause it. Two potential causes that are at the forefront of discussions regarding teacher burnout are job stress and teacher self-efficacy. Gaps in research indicate that more needs to be done to understand if there is a correlation between job stress, self-efficacy, and emotional exhaustion, a core component of burnout. Research is scant regarding stress, teacher self-efficacy, and emotional exhaustion at the middle school level even though there are a multitude of factors that can increase stress and decrease efficacy. To address research gaps this study sought to better understand the relationship between job stress, teacher self-efficacy, and emotional exhaustion middle school teachers. A correlational study was conducted using a cross-sectional survey design to identify correlations between the variables of (1) job stress, (2) teacher self-efficacy, and (3) emotional exhaustion. A sample of 75 participants was taken from two school districts in South Georgia to complete three surveys: (1) the Maslach Burnout Inventory – Educators Survey emotional exhaustion subscale, (2) a single-item stress question, and (3) the Ohio State Teacher Efficacy Scale. Data collected from the surveys were analyzed using Pearson’s Product Moment Correlation. The first research question pertaining to job stress and self-efficacy was statistically significant with a low to moderate negative correlation. This result indicates that as stress increased, efficacy decreased; however, efficacy remained moderately high regardless of stress level, suggesting that teachers remained resilient through the stress. Study implications, limitations, and future research directions are discussed.