Urban School Restructuring and Teacher Burnout. ERIC/CUE Digest, Number 75.

Autor/inn/en	Farber, Barry; Ascher, Carol
Institution	ERIC Clearinghouse on Urban Education, New York, NY.
Titel	Urban School Restructuring and Teacher Burnout. ERIC/CUE Digest, Number 75.
Quelle	(1991), (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	0889-8049
Schlagwörter	Accountability; Administrative Problems; Career Ladders; Curriculum Development; Curriculum Problems; Educational Change; Educational Policy; Elementary School Teachers; Elementary Secondary Education; School Based Management; School Restructuring; Secondary School Teachers; Stress Variables; Teacher Burnout; Urban Schools + Suchen Sie Ihr Suchwort? Verantwortung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungsreform; Politics of education; Bildungspolitik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulreformplan; Schulumwandlung; Burnout-syndrom; Burnout; Burnout-Syndrom; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	Urban school restructuring, although it can break down bureaucracy and empower teachers, can also seem distant from the day-to-day problems of most teachers, and even increase teacher burnout. Many of the following initiatives of the school restructuring movement may intensify a teacher's frustration: (1) school-based management may raise the community's expectation but increase pressure on teachers and increase teacher frustration if new control does not lead to clear educational benefits; (2) accountability may increase teacher stress and promote covert competition; (3) career ladders may increase competition or result in bitterness as the criteria for promotion are ambiguous or tainted; (4) the intense atmosphere and professional demands of schools-within-schools can exacerbate tensions, favoritism, and competition for scarce resources as the minischools within the schools compete for recognition and resources and add a layer of bureaucracy and stress; (5) curriculum initiatives, when their implementation lacks appropriate staff development, mentoring, and peer coaching, can generate stress; and (6) flexible scheduling and team teaching do not work well in a school with a competitive ethos. Although all initiatives may improve urban education, only curriculum initiatives improve teaching and learning. Included are eight references. (JB)
Anmerkungen	ERIC Clearinghouse on Urban Education, Teachers College, Box 40, Columbia University, New York, NY 10027 (free).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC