Education Administration: Teacher Burnout- Literature Table and Reference List
Reference
1. Carroll et al., 2021
2. Herman, Hickmon-Rosa & Reinke, 2018
3. Jacobson, 2016
Type (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 study
To assess the downstream effects of teachers burnout along with the effectiveness of stress-reduction interventions and improvement in student self-reported outcomes
To explore the relationship between teachers stress, burnout, self-efficacy, and coping along with its implications on student outcomes in terms of managing disruptive behaviors and academic achievement
To study teachers burnout and its implications in an urban high school in the North-Eastern United States
Setting and participants
17 Teachers and their 226 students participated in the study from Brisbane, Australia. Questionnaires were completed at the administering institution.
One hundred twenty-one teachers and 1817 students from kindergarten to fourth grade were included in nine urban Midwestern elementary school districts.
Five high-school teachers who experienced burnout
Theoretical or conceptual framework
Theoretical framework as it aimed to explore the relationship between teachers stress and its implications on the student outcomes via supporting the theory of the research study.
The conceptual framework was used as variables were defined for which relationship was to be investigated
Conceptual framework
Main results or conclusions
The teachers and the students gave positive intervention scores and mentioned reducing stress and better task orientation.
Most teachers fell into the class where they experienced burnout and stress, and detected low coping mechanisms. Physical and psychological effects on the job performance were indicated that be related to worse student outcomes, particularly in math achievement, increased disrupted behaviors, and low adaption in behaviors.
The findings cited that teachers burnout could stem from educational mandates, disciplines issues in the class, while its effects could be substantial in the form of implications for educational stakeholders
Implications for research or practice
Stress-reduction techniques could improve teachers performance, reduce attrition, and enhance student well-being and support.
Teacher screening could help identify those who need help based on stress, burnout, and coping factors. Positive behavior interventions and support (PBIS) is a critical policy requiring such teachers' support to mitigate student risk of low academic achievements.
Positive social change is essential that could lead to the elimination of stress factors for the teachers so that high motivation is induced in teachers for high-quality delivery of instruction and better student outcomes
Useful quote
A broad range of factors from multiple domains can contribute to the development of teacher stress including systematic, cultural, relational and intrapersonal.
Teachers with low self-efficacy or negative beliefs about their ability to teach students manage their behavior, exhibit less effective teaching practices.
Teacher burnout and attrition affect districts, states, and students achievement in two ways: one is academic and the other is financial.
Reference
4. Weibenfels, Klopp & Perels, 2022
5. Wang, 2022
6. Sarikaya, 2021
Type (qual, quant, theoretical, peer-reviewed, book, dissertation)
Quantitative study (peer-reviewed article)
A qualitative study (peer-reviewed article)
Quantitative study
Aim or scope of the study
To evaluate the changes in burnout during Covid-19 in teacher self-efficacy (TSE) and resulting implications for lower self-accomplishment, emotional exhaustion, and depersonalization
Finding the pedagogical implications after assessing teachers burnout role on learners academic achievement. Most evidently for administration, teacher trainers, and counselors for developing language systems.
To examine the music teachers burnout during Covid-19 related to some selected variables and suggest implications based on those variables.
Setting and participants
92 teachers were selected from primary and secondary schools working in Southwestern Germany. An online questionnaire was to be filled out twice during the pandemic (from 2019 to 2020)
None
Participants included 215 music teachers in Konya, Aksaray, Nigde, Nevsehir, and Karaman provinces. Participation was online in a survey format.
Theoretical or conceptual framework
Theoretical
Conceptual foundation in the form of literature review
Conceptual
Main results or conclusions
Feelings of inefficacy existed during the teachers burnut stage in Covid 19; emotional exhaustion was surely experienced not due to work overload but from emotional support that students required from the teacher during online classes, leading to less self-accomplishment and TSE.
The findings improved knowledge about teachers burnout, its effect on teacher apprehension, and implications for school administrators for reducing this stress. Better personalization of teachers would help improve learner outcomes and would be in the position to meet...
…transition from face-to-face learning to the online model has certainly shaped how teachers interact with their students, which has created a shift in burnout levels. It can cause demotivation, less sense of accomplishment, low-efficiency levels, greater dissatisfaction, and decreased optimism; that should be a matter of concern for institutes like UNED so that tutors could be supported during the evolution of extreme digitization of education.School administration should think of ways to enhance teachers' professional identity for better job satisfaction and relatively lesser burnout, especially when practicality in Covid 19 has imposed major adjustments in educational models.
A need for self-reflection and likely future changes in collaborative support for the teachers is imperative for reducing burnout. Leadership practices need to re-invent ways in which resources should be provided to teachers on campuses to reduce job stressors and attrition.
Useful quote
One of the studies in literature review section stated that the primary reasons for burnout are workplace factors rather than the personal characteristics of employees leading to the fact that higher education system should be inspected deeply for tutor burnout.
Even studies have shown that subjects with a history of childhood abuse are particularly at risk of burnout, depression, and suicide.
Principals were found to shape their leadership approach primarily by school context rather than individual teacher need.
Reference
10. Mulyani et al., 2021
Type (qual, quant, theoretical, peer-reviewed, book, dissertation)
Quantitative study (peer-reviewed article)
Aim or scope of the study
To evaluate whether improvements in working conditions, work-life balance, and students classroom behaviors could reduce teachers burnout in special schools with mediating effect of emotional regulation techniques.
Setting and participants
323 teacher participants were taken from special schools in Punjab, Pakistan. Online questionnaires were sent and received from the respondents.
Theoretical or conceptual framework
Conceptual
Main results or conclusions
The results showed that all three variables are significantly related to reducing job burnout with a greater positive impact of the emotional regulation technique.
Implications for research or practice
Development of emotional skills, training, and coping strategies is emphasized for the future reduction of burnout among special school teachers. Emotional competencies are as essential as teaching skills that should be noted…
References
Carroll, A., York, A., Fynes-Clinton, S., Sanders-O’Connor, E., Flynn, L., Bower, J.M., Forest & Ziaei, M. (2021). The downstream effects of teachers’ well-being programs: Improvements in teachers’ stress, cognition, and well-being benefit their students. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.689628
Chen, H., Liu, F., Pang, L., Liu, F., Fang, T., Wen, Y., Chen, S., Xie, Z., Zhang, X., Zhao, Y. & Gu, X. (2020). Are you tired of working amid the pandemic? The role of professional identity and job satisfaction against job burnout. International Journal of Environmental Research and Public Health, 17(24). https://doi.org/10.3390/ijerph17249188
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. https://doi.org/10.1177/1098300717732066
Jacobson, D.A. (2016). Causes and effects of teacher burnout [Doctoral dissertation, Walden University]. Walden Dissertations and Doctoral Studies. https://scholarworks.waldenu.edu/cgi/viewcontent.cgi?article=3938&context=dissertations
Kaiser, F.J. & Thompson, R. (2021). Slowing the burn: Principal leadership supports to reduce attrition. School Leadership Review, 16(1). Available at: https://scholarworks.sfasu.edu/cgi/viewcontent.cgi?article=1183&context=slr
Mulyani, S., Salameh, A.A., Komariah, A., Timoshin, A., Hashim, N.A.A.N., Fauziah, R.S.P., Mulyaningsih, M., Ahmad, I. & Mohy ul din, S. (2021). Emotional regulation as a remedy for teacher burnout in special schools: Evaluating school climate, teachers’ work-life balance, and children behavior. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.655850
Parte, L. & Herrador-Alcaide, T. (2021). Teaching disruption by Covid-19: Burnout, isolation, and sense of belonging in accounting tutors in e-learning and b-learning. International Journal of Environmental Research and Public Health, 18(19), 10339. https://doi.org/10.3390/ijerph181910339
Sarikaya, M. (2021). An investigation of the relationship between Covid-19 anxiety and burnout among music teachers. International Journal on Social and Education Sciences, 3(4), 789-806. https://doi.org/10.46328/ijonses.274
Wang, Z. (2022). The effect of EFL teacher apprehension and teacher burnout on learners’ academic achievement. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.839452
Weibenfels, 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. https://doi.org/10.3389/feduc.2021.736992
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
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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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