Deciding to leave but staying: teacher burnout, precursors and turnover

Hughes, R. Eugene

doi:10.1080/713769610

Cited by 59 publications

(29 citation statements)

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“…These employees who involuntarily stay in position, rather than quit, are also bad for the organization, as they will only work hard enough to retain their employment (Hughes, 2001). Organizations should intervene at the first sign of exhaustion (when a person starts to feel drained of energy without any chance of recovery) by promoting employee's engagement with the organization.…”

Section: Discussionmentioning

confidence: 95%

“…Research has also found that some burnout sufferers long to quit, but stay on the job for various personal, financial, or geographic reasons. These employees who involuntarily stay in position, rather than quit, are also bad for the organization, as they will only work hard enough to retain their employment (Hughes, 2001). From an organizational view, the loss of a quality employee is a cause for concern.…”

Section: Turnovermentioning

confidence: 95%

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An examination of social support and social identity factors and their relationship to certified chefs’ burnout

Kang

Twigg

Hertzman

2010

International Journal of Hospitality Management

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Section: Discussionmentioning

confidence: 95%

Section: Turnovermentioning

confidence: 95%

An examination of social support and social identity factors and their relationship to certified chefs’ burnout

Kang

Twigg

Hertzman

2010

International Journal of Hospitality Management

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“…Recent studies have found that teachers experiencing the highest burnout rates struggled the most to implement new curricular practices (Ransford, Greenberg, Domitrovich, Small, & Jacobson, 2009) and were the least likely to refer students for schoolbased support services (Pas, Bradshaw, Hershfeldt, & Leaf, 2010). Some evidence also suggests that a subset of teachers with the highest rates of stress and burnout are actually the least likely to leave their jobs, a phenomena characterized as on-the-job-retirement, in which teachers are frequently absent, invest less time preparing engaging and creative lessons, and distance themselves from their students and their work (Dworkin, Haney, & Teschow, 1988;Hughes, 2001).…”

Section: Nature and Consequences Of Teacher Stressmentioning

confidence: 95%

“…Although the causal link between stress and specific teacher outcomes is not well-established, unremitting occupational stress and resultant burnout has been associated with a minimalist coping response, whereby teachers spend less time preparing for lessons, take less personal responsibility for student learning, and invest less energy in teaching (Hughes, 2001;Lens & Neves de Jesus, 1999;Maslach & Goldberg, 1998). Recent studies have found that teachers experiencing the highest burnout rates struggled the most to implement new curricular practices (Ransford, Greenberg, Domitrovich, Small, & Jacobson, 2009) and were the least likely to refer students for schoolbased support services (Pas, Bradshaw, Hershfeldt, & Leaf, 2010).…”

Section: Nature and Consequences Of Teacher Stressmentioning

confidence: 98%

A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers

Shernoff

Mehta

Atkins

et al. 2011

School Mental Health

179

125

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Although urban teachers are at-risk of experiencing significant work-related stress, urban teacher stress has been neglected in the research literature to date. Through semi-structured interviews conducted with a sample of K-4 urban teachers (N = 14) from three highpoverty schools in a large, Midwestern city, we examined teachers' perceptions regarding sources and impact of stress and the resources needed to address identified stressors. Results from consensual qualitative research (CQR; Hill et al. in Couns Psychol, 25:517-572, 1997; Hill et al. in Consensual qualitative research: an update, 2005) suggest that at least one-half of the cases identified lack of resources, excessive workload, school-level disorganization, managing behavior problems, and accountability policies as significant sources of stress. The majority of teachers reported that occupational stress significantly impacted their personal relationships and physical health, and teachers identified human and material resources as most important to reducing work-related stress. Implications for organizationally based interventions and school policies to address urban teacher stress are discussed.

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“…There are reports that educators meet conditions of high-stress levels during their career, something which may influence their physical and mental health (Borg, 1990;Farber, 1991;Gugliemi & Tatrow, 1998). Teacher's burnout, negatively affects their job performance and hence the reduced teaching quality may also affect student's academic performance (Blandford, 2000;Derri & Pachta, 2007) and/or the educational system in general (Hughes, 2001). The relationship between job satisfaction and burnout has been of great interest for many researchers.…”

Section: Introductionmentioning

confidence: 99%

Job satisfaction and burnout among Greek P.E. teachers. A comparison of educational sectors, level and gender.

Kroupis¹,

Kourtessis²,

Kouli³

et al. 2017

CCD

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The purpose of this study was to examine possible differences and relations in Physical Education (P.E.) teachers' perceived job satisfaction and burnout, in relation to educational sector (private vs public), educational level (primary vs secondary) and gender. Two hundred and eighty two P.E. teachers, aged from 24 to 65 years old (M = 43.6, SD = 5.45), both from elementary and secondary schools, participated in the study. One hundred of them served in private schools and 182 in public ones. Their working exprerience ranged from one to 37 years (M = 14.5, SD = 7.23). The Employee Satisfaction Inventory (Koustelios & Bagiatis, 1997) was employed to assess job satisfaction. For the measurement of burnout, Maslach Burnout Inventory (Maslach & Jackson, 1986), which has been validated for the Greek population, was used. The results revealed a negative relationship between job satisfaction and burnout. Private sector P.E. teachers seem to experience higher job satisfaction and lower burnout compared to their public sector colleagues. Furthermore, P.E. teachers who serve both in elementary and secondary schools, appear to experience higher job satisfaction. Finally, secondary P.E. teachers seem to experience lower burnout compared to their primary education colleagues. No statistically significant differences were found in relation to gender for both job satisfaction and burnout. Overall, it seems that P.E. teachers who work in private schools and/or in secondary education seem to be more satisfied and less burned-out. Implications of the aforementioned observed relationships are discussed.Key words: Private school, public school, primary education, secondary education. ResumenEl objetivo de este estudio fue examinar las posibles diferencias y relaciones en la Educación Física (EF) con respecto a la percibida satisfacción laboral y el burnout de los profesores de la EF en relación con el sector de la educación (privado versus público), nivel educativo (primario versus secundario) y género. 282 profesores de la EF participaron en el estudio,con edades entre 24 y 65 años (M = 43.6, SD = 5.45), tanto de escuelas primarias que de secundarias, 100 siendo de las escuelas privadas y 182 de las públicas. Su experiencia de trabajo varía de uno a 37 años (M = 14.5, SD = 7.23). Para la evaluación de la satisfacción laboral se empleó el Inventario de Satisfacción del Empleado (ESI) (Koustelios & Bagiatis, 1997). Para la medición del burnout, se utilizó el Inventario Maslach Burnout (MBI) (Maslach & Jackson, 1986), que también ha sido validado para la población griega. Los resultados revelaron una relación negativa entre la satisfacción laboral y el burnout. Los profesores de la EF trabajando en las escuelas privadas parecen experimentar mayor satisfacción en el trabajo y menor burnouten comparación con suis colleges del sector público. Además, los profesores de EF trabajando en el mismo tiempo en las escuelas primarias y secundarias, parecen experimentar mayor satisfacción laboral, mientras que los de la secundaria parec...

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Deciding to leave but staying: teacher burnout, precursors and turnover

Cited by 59 publications

References 0 publications

An examination of social support and social identity factors and their relationship to certified chefs’ burnout

An examination of social support and social identity factors and their relationship to certified chefs’ burnout

A Qualitative Study of the Sources and Impact of Stress Among Urban Teachers

Job satisfaction and burnout among Greek P.E. teachers. A comparison of educational sectors, level and gender.

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