Stress and Burnout in Suburban Teachers

Farber, Barry A.

doi:10.1080/00220671.1984.10885550

Cited by 169 publications

(126 citation statements)

References 9 publications

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“…These findings are in accordance with those of Farber (1984) and Gold and Bachelor (2001). It suggests that regardless of age, teaching experience and other factors male and female teachers are almost equally well at addressing stress, thereby suffering approximately the same level of burnout.…”

Section: Table 4 Comparison Of Means Standard Deviations and T-valuesupporting

confidence: 93%

“…This is consistent with previous research that demonstrated that age is an important factor in predicting teacher burnout. Substantial evidence has shown that younger teachers have a higher propensity to experience burnout (Farber, 1984). One explanation for these results can be based on Huston"s (1989) additional finding that younger teachers, due to their age and lack of effective skills, feel entrapped with few alternative possibilities.…”

Section: Table 4 Comparison Of Means Standard Deviations and T-valuementioning

confidence: 99%

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The Relationship between Emotional Intelligence and Burnout among Iranian EFL Teachers

Vaezi

Fallah

2011

JLTR

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Abstract-This study investigated the relationship between emotional intelligence (EI) and burnout among 104 Iranian EFL teachers. In addition, teachers' differences on EI and burnout were examined with respect to demographic variables. The participants were administered EI and Burnout questionnaires. The results obtained through using Pearson Product-Moment Correlation showed that there were significant negative correlations between EI and burnout, burnout, teaching experience and age and positive correlations between teachers' EI, teaching experience, and age. Finally, using T-Test, the researchers found no significant differences in teachers' EI and burnout with respect to gender. Implications of the study are discussed, and suggestions for further research are made.

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Section: Table 4 Comparison Of Means Standard Deviations and T-valuesupporting

confidence: 93%

Section: Table 4 Comparison Of Means Standard Deviations and T-valuementioning

confidence: 99%

The Relationship between Emotional Intelligence and Burnout among Iranian EFL Teachers

Vaezi

Fallah

2011

JLTR

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“…Continuous exposure to stress situations develops in teachers a sense of self apathy, low self esteem, deprives of motivation and will to teach, loss of confidence, irritability with colleagues, unwillingness to cooperate, frequent irrational conflicts at the work place, withdrawal from supportive relationships, inappropriate cynical humor, dealing ineffectively with students thus, ultimately lowering the overall performance level [9]. Farber [15] observes that we cannot eliminate stress but can try to manage or cope with it to an optimal level. To keep the teacher at bay from stress it becomes pertinent to scan out ways to minimize the stress levels.…”

Section: Research Questionsmentioning

confidence: 99%

Factors Contributing To the Causes of Work Related Stress and Its Impact on Performance of Teachers in Nkayi District

Ncube¹,

Tshabalala²

2012

nova-jmbs

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IntroductionThe stress levels among educators in Zimbabwe have become a great cause for concern [1]. The main causes of stress include among others, problems with difficult learners, low salaries, heavy workload, and shortage of teaching and learning materials, supervisionrelated matters and the effect of home responsibilities [2]. Soon after attainment of independence in 1980, the new government prioritized the provision of education on an unprecedented scale in the history of third world countries [3]. This phenomenal growth precipitated a myriad of challenges for teachers like overcrowded classes, hot seating sessions, poor teacher accommodation, use of inexperienced supervisors and a general decline in the conditions of service [4]Teacher stress affects various aspects of teacher health and may influence the performance of teachers in the classroom with potential repercussions on teaching and learning [5]. Stress may contribute to lateness at work, failure to meet deadlines, violent behavior on pupils, failure as well as general frustration with life [6]. In some instances research has found that stress may lead to serious health problems leading to loss of confidence and performance anxiety [7]. Similarly, teachers may experience health problems such as increased blood pressure, rapid heart beat and depression leading to alcoholism [8]. This situation results is teachers spending more time seeking medical attention at the expense of teaching children. In order for teachers to perform to their maximum, they need to be in sound physical and mental health so as not to deprive children of their learning time. It is on account of this information that this study set out to explore the cause of work related stress and its impact on performance of teachers in Zimbabwean schools. Statement of the Problem The study sought to investigate the factors that contribute to the causes of work related stress and its impact on performance of teachers in Zimbabwean schools. Stress affecting teachers has alarming negative effects on teachers and pupils. There is need, therefore, to investigate the causes of stress in the schools. Purpose of the Study: The study sought to investigate the causes of work related stress and its impact on teacher performance in the Zimbabwean schools. Research QuestionsThe study sought to provide answers to the following research questions: What are the factors that contribute to workplace-related stress among teachers in Zimbabwean schools?

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“…Öğretmenlerin büyük bir bölümü kendi işlerini stresli olarak tanımlarlar (11). Öğrenci disiplin problemleri, öğrenci duyarsızlığı, çok kalabalık sınıflar ve diğer görevlilerin kullanılabilir desteklerinin eksikliği, çok fazla ödev kağıdı, çok fazla ölçme, gönülsüz tayinler, rol çatışması ve rol karmaşası ve öğretmenlerin kamu oyu tarafından eleştirilmesi gibi stresler öğretmenlerde tükenmiş-liğe yol açmaktadır (12).…”

Section: -Tükenmeunclassified

Keçiören İlçesi "Genel liseler ve Teknik-Ticaret-Meslek Liselerinde Görevli Öğretmenlerde Tükenmişlik Durumu" Araştırması

Dolunay¹

2002

Ankara Üniversitesi Tıp Fakültesi Mecmuası

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ÖZET al man n amac , Ankara li Ke i ren l esi ndeki genel liseler ile teknik-ticaret-meslek lisesi retmen- Ara t rma grubunun genel t kenmi lik (GT) puanlar a s ndan, ya , toplam hizmet s resi, retmenlik yapmalar n n temel nedenleri, mesle i isteyerek se me, mesle i kendine uygun bulma, mesle i uygulamadaki verim d zeyi, mesleki gelece i de erlendirme, al ma ortam ndan memnun olma, stlerinden takdir g rme durumu, mesle in toplumda hak etti i yeri bulmas , e itim sisteminden memnun olma durumu, ayl k net gelir ve gelece e ili kin g r gruplar aras nda istatistiksel olarak anlaml bir farkl l k saptanm t r.Ara t rma bulgular n n her birinin ayr nt l irdelenmesi, konuya daha geni bir a l m getirebilecektir.

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Stress and Burnout in Suburban Teachers

Cited by 169 publications

References 9 publications

The Relationship between Emotional Intelligence and Burnout among Iranian EFL Teachers

The Relationship between Emotional Intelligence and Burnout among Iranian EFL Teachers

Factors Contributing To the Causes of Work Related Stress and Its Impact on Performance of Teachers in Nkayi District

Keçiören İlçesi "Genel liseler ve Teknik-Ticaret-Meslek Liselerinde Görevli Öğretmenlerde Tükenmişlik Durumu" Araştırması

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