Expecting teachers to better manage their stress in an unsupportive environment where clear role expectations do not exist is an unproductive approach to resolving
teacher burnout problems.
Not exact matches
A love of teaching is rarely a
problem for
teachers, but
burnout can be.
New York — Meditation, assertiveness train - ing, avoidance, but above all, the old - fashioned remedy of being able to bend a sympathetic ear — these were among the ways of «coping» with the
problem of job - related stress suggested to
teachers by a panel of experts during a two - day «Stress and
Burnout» conference last week at Columbia University.
Minority
teachers suffer
burnout and frustration caused by on - the - job hazards such as discipline
problems, school violence, and the lack of colleague support.
Burnout tends to be characterized as a natural by - product of teaching in demanding schools and leaves the problem of burnout as an issue of teacher personality and / or n
Burnout tends to be characterized as a natural by - product of teaching in demanding schools and leaves the
problem of
burnout as an issue of teacher personality and / or n
burnout as an issue of
teacher personality and / or naiveté.
The recent positive psychology movement has given a new impetus to revisiting the perennial
problem of
teacher burnout, suggesting that intervention efforts could be more productively shifted from
Unfortunately, too many have long been mired in seemingly intractable
problems such as lagging achievement among economically disadvantaged students, chronic absenteeism,
teacher burnout and high turnover and administrative inertia.
Student misbehavior and discipline
problems have consistently been identified as key sources of
teacher stress and
burnout (Borg and Riding 1991; Brouwers and Tomic 2000; Evers et al. 2004; Gable et al. 2009; Hastings and Bham 2003; Kokkinos 2007; Kyriacou 2001; Lewis 1999; Sutton and Wheatley 2003; Tsouloupas et al. 2010).