A Systematic Literature Review on Factors of Stress, Burnout and Job Satisfaction of Secondary Grades Teachers at Time of Professional Crisis

Autor/inn/en	Gooden, Chalandra; Zelkowski, Jeremy; Smith, Felicia A.
Titel	A Systematic Literature Review on Factors of Stress, Burnout and Job Satisfaction of Secondary Grades Teachers at Time of Professional Crisis
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 96 (2023) 5, S.162-171 (10 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gooden, Chalandra) ORCID (Zelkowski, Jeremy) ORCID (Smith, Felicia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2023.2238880
Schlagwörter	Job Satisfaction; Stress Variables; Teacher Burnout; Career Change; Teaching Conditions; Teacher Administrator Relationship; Educational Policy; Beginning Teachers; Experienced Teachers; Prevention; Faculty Mobility; Secondary School Teachers; Teacher Attitudes + Suchen Sie Ihr Suchwort? Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Career changes; Berufswechsel; Lehrbedingungen; Unterrichtsbedingungen; Politics of education; Bildungspolitik; Junior teacher; Junglehrer; Prävention; Vorbeugung; Lehrerverhalten
Abstract	Internationally and in the United States, teachers are leaving the profession in an expedited rate resulting in a teacher shortage. This systematic literature review synthesizes empirical literature to identify current characteristics or factors related to stress, job satisfaction and burnout for secondary general education teachers. Four themes are developed from examination: stress factors, job satisfaction, teacher burnout, and teachers' intent to remain in the profession. Within the identified themes, four subthemes are also developed: administration effect or relationship on teacher burnout, policy on teachers, new teachers vs, veteran teachers, and leavers and stayers. The factors presented from this review could support future research in developing new approaches to prevent teacher turnover and promote instead teacher retention in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01