Preventing Burnout among Early Career Teachers

Autor/inn/en	Peterson, Paige K.; Baule, Steven M.
Titel	Preventing Burnout among Early Career Teachers
Quelle	In: AASA Journal of Scholarship & Practice, 20 (2023) 3, S.18-27 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-9850
Schlagwörter	Teacher Burnout; Beginning Teachers; Mental Health; Stress Variables; Student Behavior; Faculty Development; Minnesota + Suchen Sie Ihr Suchwort? Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Junior teacher; Junglehrer; Psychohygiene; Student behaviour; Schülerverhalten
Abstract	Education jobs can prove to be stressful careers with various aspects being more stressful than others. The purpose of this qualitative research study was to explore the ways that professional development could help reduce burnout in early career teachers. The study used an anonymous online survey to collect data from teachers in the state of Minnesota. Research questions aimed to understand if professional development could help limit burnout. The research study included 289 participants. The study showed that student behavior caused the most stress for early career teachers, but teachers were not hopeful for effective professional development. These findings recognized that professional development to improve student behavior management was the most sought after professional development topic for early career teachers. (As Provided).
Anmerkungen	AASA, The School Superintendent's Association. 1615 Duke Street, Alexandria, VA 22314. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01