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Autor/inn/en | Hogan, Jarrod P.; White, Peta J. |
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Titel | A Self-Study Exploration of Early Career Teacher Burnout and the Adaptive Strategies of Experienced Teachers |
Quelle | In: Australian Journal of Teacher Education, 46 (2021) 5, S.18-39, Artikel 2 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1835-517X |
Schlagwörter | Teacher Burnout; Experienced Teachers; Coping; Beginning Teachers; Teacher Role; Stress Variables; Risk; Teacher Attitudes; Peer Relationship; Reflection; Adjustment (to Environment); Work Environment; Collegiality; Social Networks; Professional Isolation; Behavior Problems; Student Behavior; Faculty Workload; Critical Theory; Teaching Methods; Elementary Secondary Education; Foreign Countries; Australia Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Bewältigung; Junior teacher; Junglehrer; Lehrerrolle; Risiko; Lehrerverhalten; Peer-Beziehungen; Arbeitsmilieu; Kollegialität; Social network; Soziales Netzwerk; Student behaviour; Schülerverhalten; Kritische Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Australien |
Abstract | Isolation, organisational pressures, and role-related distress, can result in teachers, particularly early career teachers (ECTs), experiencing greater risk of burnout. For many ECTs, a lack of practical strategies for dealing with these conditions contributes to this. Using self-study methodology, this research unpacks why ECTs experience burnout, identifies adaptive strategies that experienced teachers use, and discusses the applicability of these practices for ECTs. Conversations between an ECT and three experienced teachers provided alternate lenses to apply reflective unpacking of adaptive strategies. The findings illustrate how the risk of burnout for ECTs is increased by challenging student behaviour, isolation, a lack of collegiality and engagement with professional networks, and being overloaded with responsibilities. The findings also suggest that being overworked is less of a contributing factor to burnout than feeling disconnected from one's school, peers, and community. Adaptive strategies for alleviating the effects of burnout were explored and recommendations for practice presented. (As Provided). |
Anmerkungen | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |