Literature Review Teacher Burnout
One of the most important issues in the education sector in the United States is teacher wellbeing. This issue has gained prominence largely because of the increasing diversity and demands across schools and classrooms. School and classroom contexts are characterized by diverse students, lower socioeconomic resources, and challenging school climates. As a result of these factors, teachers experience a series of stressors ranging from poor working conditions to student discipline problems and lack of emotional support (Ross, Romer & Horner, 2011). This implies that teachers are highly vulnerable to burnout because of the demanding nature of their jobs. Teacher burnout has been the subject of numerous studies in recent years because of its impact on teacher wellbeing, teaching practices, and student outcomes. This literature review examines the problem of teacher burnout and recommended strategies to address it.
Background Information
Teaching is essentially a highly demanding and stressful profession resulting from the nature of work. Since teachers work in a highly stressful environment, they experience a multitude of stressors and emotional problems (Herman, Hickmon-Rosa & Reinke, 2018). The high levels of stress are exacerbated by the fact that teachers experience higher levels of accountability across schools and classrooms. The high levels of stress in the teaching profession have been the source of teacher burnout. Teacher burnout has serious effects on the education sector as it affects teacher wellbeing, contributes to teacher turnover, and affects the implementation of positive behavior intervention and supports (PBIS) in the classroom. Moreover, teacher burnout is linked to job absenteeism, diminished performance, and irritability. As a result, preventing and mitigating teacher burnout is critical to enhancing their effectiveness in the classroom and improving student performance.
Definition Teacher Burnout
Ross, Romer & Horner (2011) define teacher burnout as the outcome of continuous exposure to job-related stressors. In concurrence,...
…(Ross, Romer & Horner, 2011). The stress emanating from the nature of the teaching work in turn generates huge personal, financial, and societal burden that sometimes forces teachers to leave the field. The high rates of teacher turnover are attributable to burnout, which is brought about by factors in the educational setting and the nature of work (Ross, Romer & Horner, 2011). High rates of teacher turnover in turn create instability within the learning environment.In conclusion, teacher burnout remains a major issue in todays educational sector because of the highly-stressful and demanding nature of teaching. Given the nature of their job, teachers are repeatedly exposed to job stressors that can contribute to burnout. Teacher burnout has far-reaching implications due to emotional exhaustion, depersonalization, and decreased feelings of accomplishment. Existing literature demonstrates that teacher burnout has significant implications for individual teachers and the educational setting. As a result of burnout, a significant portion of teachers end…
References
Herman, K.C., Hickmon-Rosa, J. & Reinke, W.M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100.
Ross, S.W., Romer, N. & Horner, R.H. (2011). Teacher well-being and the implementation of schoolwide positive behavior interventions and supports. Journal of Positive Behavior Interventions, 20(5), 1-12.
Weißenfels, M., Klopp, E. & Perels, F. (2022). Changes in teacher burnout and self-efficacy during the COVID-19 pandemic: Interrelations and e-learning variables related to change. Frontiers in Education, 6, 1-9.
EDUCATION ADMINISTRATION Education Administration: Teacher Burnout- Literature Table and Reference ListReference1. Carroll et al., 20212. Herman, Hickmon-Rosa & Reinke, 20183. Jacobson, 2016Type (qual, quant, theoretical, peer-reviewed, book, dissertation)Quantitative research (peer-review article)Quantitative research (peer-review article)A qualitative study (dissertation)Aim or scope of the studyTo assess the downstream effects of teachers� burnout along with the effectiveness of stress-reduction interventions and improvement in student self-reported outcomesTo explore the relationship between teachers� stress, burnout, self-efficacy,
Teacher burnout is a significant concern within the educational profession, marked by emotional exhaustion, depersonalization, and a diminished sense of accomplishment. This phenomenon leads to decreased efficacy in educators and can have profound implications for the quality of instruction that students receive (Maslach, Schaufeli, & Leiter, 2001). As the demands and pressures on teachers continue to mount, understanding the factors that contribute to teacher burnout is of paramount importance for
Concepts, Models, and Theories on Teacher Burnouts Concepts, Models, and Theories on Teacher BurnoutsTeaching has long been seen as a very stressful profession, with numerous stressors contributing to a high risk of burnout. Research is strengthened by conceptual frameworks, hypotheses, and models, with models carrying the highest significance. Each of the conceptual frameworks, theories, and models is founded on the notion of complex notions and structures; regardless, it is a
Special Education Teachers Special Education Vacancies Recruitment, Hiring, and Retention Barriers to Hiring Barriers to retaining special education personnel. Incentives used to improve retention. Recommendations to Improve Recruitment and Retention Adequate Supply of Special Education Professionals Resources Teachers today are subject to more stress than ever. Increasing certification requirements, re-certification, assessments, federal standards, demanding children, apathetic parents and an unsupportive administration are just the tip of the iceberg. Special education teachers have special circumstances. While other schoolteachers have
This is often complemented with anger and job depression. There is also the challenge of extreme mental and physical fatigue. This fatigue does not have an identifiable physiological source. The individual may have a good diet and may sleep well but the awake exhausted and tired. They are not prepared to engage in the task of preparation of class materials or lessons. The mind is tired and it may be
Findings and ResultsThe purpose of this study is to examine the impact of COVID-19 on teacher burnout. The study identifies the COVID-19 global pandemic as an example of environmental factors that contribute to or influence teacher burnout. This research was conducted on grounds that teacher well-being remains one of the most critical issues in the United States educational sector. Teacher well-being has gained interest in the U.S. because of the
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