A Self-Study Exploration of Early Career Teacher Burnout and the Adaptive Strategies of Experienced Teachers

Autor/inn/en	Hogan, Jarrod P.; White, Peta J.
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 kostenfreie Datei Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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