Personal and Contextual Factors Related to Teachers' Experience with Stress and Burnout

Autor/inn/en	Richards, K. Andrew R.; Hemphill, Michael A.; Templin, Thomas J.
Titel	Personal and Contextual Factors Related to Teachers' Experience with Stress and Burnout
Quelle	In: Teachers and Teaching: Theory and Practice, 24 (2018) 7, S.768-787 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Richards, K. Andrew R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2018.1476337
Schlagwörter	Individual Characteristics; Stress Variables; Teacher Burnout; Work Environment; Teaching Conditions; Teacher Attitudes; Educational Environment; Models; Correlation; Faculty Development; Stress Management; Socialization; Resilience (Psychology); Measures (Individuals); Teacher Student Relationship; Coping; Physical Health; Mental Health; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Arbeitsmilieu; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Analogiemodell; Korrelation; Stressmanagement; Stressbewältigung; Socialisation; Sozialisation; Messdaten; Teacher student relationships; Lehrer-Schüler-Beziehung; Bewältigung; Gesundheitszustand; Psychohygiene
Abstract	Teaching has been characterised as a stressful profession that is prone to burnout. Less is known about the specific ways in which teachers experience and navigate stressors associated with their work. This study aimed to qualitatively understand how teachers who perceive high and low levels of burnout characterise their lived experiences in school environments. Data were collected through interviews with 28 inservice teachers (11 male, 17 female) from the US Midwest who reported high- or low-burnout on a psychometric survey. Data were analysed by two experienced qualitative researchers. Results indicated that (a) low-burnout teachers perceived nurturing teaching environments, (b) high-burnout teachers perceived combative and constraining teaching environments, and (c) all teachers had to manage workplace stress. Building from these findings, we present a model for understanding how the school environment influences teacher burnout. This model highlights the importance of developing optimal working conditions that nurture teacher development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01