Report On 6 Studies On Burnout
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Report On 6 Studies On Burnout

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Why do teachers burnout? Here, Emil Pulido offers some reasons based on an analysis of six studies.

Why do teachers burnout? Here, Emil Pulido offers some reasons based on an analysis of six studies.

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Report On 6 Studies On Burnout Presentation Transcript

  • 1. Do not burn baby…do not burn!
  • 2. Ever seen tired teachers?
  • 3. Which of these do you find most challenging in your teaching?
    • Students failure to work or behave
    • Demands made upon you the teacher
    • Poor professional relationships with colleagues
    • Lack of support from administration or government
    • Restricted resources
  • 4.
    • 6. Constant changes within the profession
    • 7. Inadequate salary
    • 8. Difficult interaction with parents
    • (Nina,S.,Svetlana, S. & Tores, T., 2007)
  • 5. Maslach Burnout Inventory:
    • is a test commonly used to assess burnout .
    • This test focuses on three constructs: emotional exhaustion , depersonalization , and reduced personal accomplishments .
    • (Ozdemir,S.,2006)
  • 6. This report is based on six studies carried out in:
    • Greece, Spain, South Africa, Turkey, Finland & Norway
  • 7. Rationale:
    • 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
  • 8. 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.
  • 9. 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
  • 10. Burnout is defined as:
    • “… the condition of physical and emotional exhaustion, as well as associated negative attitudes resulting from the intense interaction in working with people.”
    • (Jackson, L.T.B., Rothman, S., Vijver, van J. R. R.,2006)
  • 11. Burnout is also defined as:
    • “… 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)
  • 12. What these six studies say cause burnout:
    • Discipline problems
    • Interaction with colleagues
    • (Antoniou, A.S., Polychroni, F., & Vlachakis, A.N.,2006)
  • 13.
    • 3. Sense of low status
    • 4. Perceived loss of status
    • 5. A sense of defeat (Bunnk,A.P. et al.,2007)
  • 14.
    • 6. Pace and amount of work/demands
    • 7. Mental & Emotional load
    • 8. Lack of job resources (Jackson,L.T.B. et al.,2006)
  • 15.
    • 9. Low decision authority
    • 10. Low self-efficacy (belief in one’s self and one’s work) (Skaalvik, E.M.& Skaalvik,S. 2007)
  • 16. Interventions Recommended by Studies
    • Principal and health care workers need to be proactive - address burnout at the beginning of the school year
    • (Buunk, A.P. et. Al., 2007) (Jackson,L.T.B. et al.,2006)
    • 2. Increase resources (Jackson.L.T.B. et al.,2006)
    • 3. Improve management , employee relations, rewards and job design
    • (Jackson, L.T.B. et al.,2006)
  • 17.
    • 4. Reduce level of demands (Nina, S. et al., 2007)
    • 5. Strengthen teachers’ decision authority
    • (Nina, S. et al.,2007)
    • 6. Raise teacher’s competencies collectively through school development and in-service training (Skalvik,E.M. et al.,2007)
  • 18.
    • 7. Upgrade teacher’s self belief (Skaalvik,E.M. et al., 2007)
    • References:
    • 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.
    • Emil Pulido Feb. ’08