Teacher Stress & Burnout: The High Cost of Low Social and Emotional Development. Policy Brief

Autor/inn/en	Jones, Sabrina; Ali, Titilayo Tinubu
Institution	Southern Education Foundation
Titel	Teacher Stress & Burnout: The High Cost of Low Social and Emotional Development. Policy Brief
Quelle	(2021), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stress Variables; Teacher Burnout; Well Being; Beginning Teachers; Urban Schools; COVID-19; Pandemics; Minority Group Teachers; Racial Bias; Employee Absenteeism; Labor Turnover; Teacher Effectiveness; Faculty Workload; Teaching Conditions; School Culture; Faculty Development; At Risk Persons; Social Development; Emotional Development; Coping; Educational Environment; Social Emotional Learning; Teacher Competencies; Teacher Education Programs; Georgia (Atlanta); Florida; Oklahoma (Tulsa) + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Well-being; Wellness; Wohlbefinden; Junior teacher; Junglehrer; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Racial discrimination; Rassismus; Employee; Absenteeism; Absentismus; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrbedingungen; Unterrichtsbedingungen; Schulkultur; Schulleben; Risikogruppe; Soziale Entwicklung; Gefühlsbildung; Bewältigung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrkunst
Abstract	While teaching is the most important school-based factor in student success, teaching is also ranked one of the worst professions for physical health, psychological well-being, and job satisfaction. That leads to high rates of absenteeism and turnover, exacting a financial toll on schools and negatively affecting students' academic achievement. The stressors are even greater for new teachers (in their first five years) who also tend to work in schools with a larger share of students from low-income families. Teachers in urban schools face additional stressors, including heavier workloads, school-level disorganization, student poverty, and high-stakes testing pressures. This issue brief describes the impact of various stressors on teachers and how those pressures can create a cycle of stress in the classroom that negatively affects student learning, and provides a series of recommendations aimed at ensuring teachers have opportunities for social and emotional development. (As Provided).
Anmerkungen	Southern Education Foundation. 135 Auburn Avenue NE 2nd Floor, Atlanta, GA 30303. Tel: 404-523-0001; Fax: 404-523-6904; e-mail: infosoutherneducation.org; Web site: http://www.southerneducation.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01