Literaturnachweis - Detailanzeige
| Autor/in | Mercer, Nicholas Preston |
|---|---|
| Titel | A Case Study of Beginning Teachers' Burnout and School Conditions in a Career and Technical High School |
| Quelle | (2023), (93 Seiten)
PDF als Volltext Ed.D. Dissertation, The Florida State University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3797-4879-1 |
| Schlagwörter | Hochschulschrift; Dissertation; Beginning Teachers; Teacher Burnout; Vocational High Schools; High School Teachers; Symptoms (Individual Disorders); Fatigue (Biology); Faculty Workload; Student Behavior; Stress Variables |
| Abstract | The researcher focused on beginning teachers in Career and Education Technical high schools. Great proportions of new teachers exit the profession, and thus the aim of this study is to understand the school-related conditions that cause teacher burnout for new teachers entering the field in this school context. This project is a qualitative case study. For the case study, 11 participants were recruited to share their experiences as a beginning teacher. In order to be considered a beginning teacher, the participants must have had between zero to five years of teaching experience. The semi-structured interviews took place via Microsoft Teams Meeting. From the interviews, the researcher found that seven out of 11 beginning teachers in this study expressed a high or medium level of burnout. These teachers expressed at least one of the three symptoms associated with burnout--emotional exhaustion, depersonalization or reduced personal accomplishment. All of the teachers with burnout described excessive workload as a major school condition contributing to burnout. Three teachers with a high level of burnout identified students' classroom behaviors to be the major condition contributing to burnout, but excessive workload was still a contributing condition in their experience. Each beginning teacher with either a high, or medium level of burnout did not perceive their administration's support as a tool that reduces stress. As a matter of fact, in each case, the beginning teachers had a low connectedness with their principal. Four teachers with a medium level of burnout preferred a colleague to be their first point of support over an administrator. One of the four recommendations from this study is to identify beginning teachers who are struggling with classroom management and assign either an academic coach, support staff, or peer teacher to assist the teacher with improvement, development, and burnout. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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