Concerned about health and happiness of teachers at my workplace
Concerned about the kind of teacher who stands in front of students
Tired of hearing tired teachers
TEACHING STAFF & CONTACT TIME: KEY TO COLUMNS: Licence No. = Teacher’s license number Qual. Code = University grad. with teacher training (GT) DOB = Date of birth (day/month/year) University grad. without teacher training (G) F/P = Full-time (F) or Part-time (P), Part-time being Non-University grad with teacher training (T) teachers who teach 15 hours or less per week Other (O) Exp = Total years of teaching experience Qualification & Subject = State degree and subject qualified in Status = Maternity leave (ML), Study leave (SL), Sick Leave (SK), Volunteer (V), etc. (e.g. B.Sc. Math) 16 Hr 25 1,2,3,4 Bio. Int. Sci B.A. Science G - F M 31 22.8.75 Baptist Orlando 8. 16 Hr 25 3,4 Math B.A. Math G 10 F M 46 29.4.60 Ayiyi Miloye 7. 8 Newsp 20 3,4 English Assoc. Bus. Admin O 1 F M 21 2.2.85 Augustine Ulyses 6. 8 Sports 20 2,3,4 English Trained Teacher T 28 F M 49 19.11.57 Augustine Fausto 5. 14 Hr 20 3,4 Info Tech B.A. Info Tech G 3 F M 33 26.11.73 Arruda Cleber 4. 16 LL Hr 25 2,3,4 Int. Sci., Bio. B.Sc. Vet. Sci. G 9 F M 45 21.5.61 Alpuche Jorge 3. 8 Hr 20 3,4 Spanish Assoc. English O 4 F F 28 24.8.78 Aldana Rubiceli 2. 8 ML hr 25 1,2,3, 4 Food/Nutrition Assoc. Gen. Studies O 5 F F 27 6.9.79 Aban Sylvia 1. Other Teaching Pay-scale Status No. of Periods per Week Forms teaching this year Subjects teaching this year Qualification & Subject Qual Code Exp F/P Gender Age DOB (d/m/y) Name No.
SUMMARY OF FULL-TIME TEACHERS 67 35 32 TOTAL 31 17 14 4. Other qualifications 3 2 1 3. Non-University Grad. With Teacher Training 23 11 12 2. University Grad. Without Teacher Training 10 5 5 1. University Grad. With Teacher Training TOTALS FEMALES MALES
“… emotional toll of working with people consisting of emotional exhaustion…depersonalizaton, negative, callous, and cynical attitudes towards recipients of one’s services and lack of personal accomplishment, the tendency to evaluate one’s work negatively.”
(Buunk,A.P., Peiro,J.M., Rodriquez, I. & Bravo,J.M.,2007)
7. Upgrade teacher’s self belief (Skaalvik,E.M. et al., 2007)
Antoniou, A.S., Polychroni, F., Vlachakis, A.N. (2006). Gender and age differences in occupational stress and professional burnout between primary and high-school teachers in Greece. Journal of Managerial Psychology, 21, (7), 682-688.
Buunk, A.P., Peiro, J.M., Rodriquez, I., Bravo, M.J. (2007). A loss of status and a sense of defeat: an evolutionary perspective on professional burnout. European Journal of Personality, 21, (4), 471-485.
Jackson, L.T.B., Rothman, S., De Vijver, F.V. (2006). A model of work-related well-being for educators in south africa. Stress and Health, 22, (4), 263-274.
Ozdemir, S. (2006). Burnout levels of teachers of students with AD/HD in turkey: comparison with teachers of non-AD/HD students. Education and Treatment of Children, 29, (4), 693-707.
Santavirta, N., Solovieva, S., Theorell, T. (2007). The association between job strain and emotional exhaustion in a cohort of 1,028 finnish teacher. The British Journal of Educational Psychology, 77, (1), 213-228.
Skaalvik, E.M., Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective efficacy, and teacher burnout. Journal of Educational Psychology, 99, (3), 611-625.