Teacher Burnout and Teacher Resilience: Assessing the Impacts of the School Accountability Movement

Dworkin, Anthony Gary

doi:10.1007/978-0-387-73317-3_32

Cited by 30 publications

(27 citation statements)

References 20 publications

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“…In Switzerland, the 2002 Law on Vocational Education and Training launched wide-scale curricular reform (Swiss Confederation, 2002). As shown by previous research, intensive and additional effort is required to encourage teachers to change their approach to teaching (Dworkin, 2009;Vähäsantanen & Eteläpelto, 2009). We expected that pressures from both educational and workplace settings have an impact on perceived challenges for VET teachers.…”

Section: Challenges and Resources For Teachers' Resilience: Possible mentioning

confidence: 89%

Which difficulties and resources do vocational teachers perceive? An exploratory study setting the stage for investigating teachers’ resilience in Switzerland

Boldrini¹,

Sappa²,

Aprea

2018

Teachers and Teaching

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Based on an ecological view of teacher resilience, the paper investigates perceived difficulties and resources among vocational education and training (VET) teachers as a first step for investigating teachers' resilience. Given the substantial shortage of theoretical and empirical studies on this population, more research on resilience among VET teachers is necessary and relevant. In this exploratory qualitative study, interviews with VET teachers in Switzerland (n = 37) sought to identify the specific challenges faced by teachers, the resources to be addressed. As well as confirming the different critical challenges and protective factors emerging from the literature review, the results identify difficulties and resources specific to VET teachers in Switzerland. In terms of critical challenges at a macro-contextual level, teachers' low social recognition is emphasised. Moreover, exposure to curricular reforms generates stress and pressure related to the required standardisation of content and subject changes. At a micro-system level, we detected teachers' frustration in relation to students' low vocational motivation and maturity and specific emerging instructional challenges in vocational subject teaching. In terms of resources, teachers perceived the possibility of diversifying their professional role by alternating school and extracurricular activities as a supportive factor. The results provide a basis for more extensive quantitative study investigating relationship among adversities and resources and resilient strategies.

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Section: Challenges and Resources For Teachers' Resilience: Possible mentioning

confidence: 89%

Which difficulties and resources do vocational teachers perceive? An exploratory study setting the stage for investigating teachers’ resilience in Switzerland

Boldrini¹,

Sappa²,

Aprea

2018

Teachers and Teaching

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“…Teaching is considered a highly stressful career, with a high level of burnout, turnover, and attrition that may compromise the quality of teaching (Bricheno, Brown, and Lubansky 2009;Dworkin 2009;Kelchtermans 2011). A healthpromoting context combined with the development of one's social and emotional resources, actively promotes the staff's mental health while reducing the risk of psychological difficulties and burnout (Jennings and Greenberg 2009;New Economics Foundation 2009).…”

Section: Multitargetmentioning

confidence: 98%

Beyond PISA: Schools as Contexts for the Promotion of Children’s Mental Health and Well-Being

Cefai

Cavioni

2015

Contemp School Psychol

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Over the past couple of decades, the Program for International Student Assessment (PISA) has gained an increasing role in shaping educational systems and policies across the world. PISA's measurement of a limited range of cognitive abilities across cultures, however, promotes a narrow view of education, one that focuses primarily on preparing students for the economic market. This paper argues for a broader educational agenda-namely the formation of academically, socially, and emotionally literate young people who have the skills and emotional resilience necessary to navigate the uncertain of modern life. In addition, the role schools may have in promoting the well-being of children and young people is discussed, positioning the classroom teacher as an effective and caring educator in both academic and social and emotional learning. The paper proposes a multilevel, whole school, and school-based approach to social and emotional education. The final section discusses the role of school psychologists in the implementation of this framework, particularly at the universal, preventive level.

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“…In any profession, when work demands and challenges exceed an individual's real or perceived ability to meet those challenges, burnout may result (Caplan, Cobb, French, Harrison, & Pinneau, 1975;Wright & Cropanzano, 1998). In teaching, this imbalance between the individual's efficacy and work demands is likely to occur very early in the career (although burnout among experienced teachers has become more common since the advent of test-based accountability reforms; see Dworkin, 2009). Figure 1 presents a basic model of the effect of teachers' college selectivity on attrition.…”

Section: A Career Adjustment Model Of Teacher Attritionmentioning

confidence: 99%

Early Career Outcomes for the “Best and the Brightest”

Kelly

Northrop

2015

American Educational Research Journal

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Educational efforts aimed at attracting the ''best and brightest'' into the teaching profession are widespread and include national programs, such as Teach for America and the New Teacher Project Teaching Fellows, as well as regional and state-based programs, city-based programs, and university-based programs. Yet, studies of attrition in programs aimed at recruiting highly selective teachers provide some evidence that highly selective entrants are less likely to persist in a teaching career. Using data from the first three years of the Beginning Teacher Longitudinal Survey (BTLS), we investigate the greater incidence of attrition among selective college graduates and whether higher rates of attrition can be explained by measures of early career adjustment.

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Teacher Burnout and Teacher Resilience: Assessing the Impacts of the School Accountability Movement

Cited by 30 publications

References 20 publications

Which difficulties and resources do vocational teachers perceive? An exploratory study setting the stage for investigating teachers’ resilience in Switzerland

Which difficulties and resources do vocational teachers perceive? An exploratory study setting the stage for investigating teachers’ resilience in Switzerland

Beyond PISA: Schools as Contexts for the Promotion of Children’s Mental Health and Well-Being

Early Career Outcomes for the “Best and the Brightest”

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