Understanding and Preventing Teacher Burnout
Cambridge University Press (Verlag)
978-0-521-62213-4 (ISBN)
'Burnout' was first investigated in the 1970s as a crisis of overextended and disillusioned human service workers. But the nature of the syndrome has changed with the evolutions in the nature of these professions. The current experience of burnout is lived out in a more difficult social context, with human service workers struggling harder for social credibility and job security. For instance, through the greater demands on their time and energy, teachers are being pressed to do more work with fewer resources, while receiving fewer rewards and less recognition of their efforts. The objective of this 1999 volume is to provide different perspectives and a deeper understanding of the nature, conditions and consequences of burnout, notably in the teaching profession. To do this, the contributions review much research in the field, describing research agenda and action agendas designed to combat the incidence of burnout in the workplace.
Contributors; List of figures; List of tables; Foreword Klaus J. Jacobs; Introduction: burnout and the teaching profession A. Michael Huberman and Roland Vandenberghe; Part I. Teacher Burnout: A Critical Review and Synthesis: 1. The nomological network of teacher burnout: a literature review and empirically validated model Barbara M. Byrne; 2. Stress and burnout in the teaching profession: European studies, issues and research perspectives Bernd Rudow; 3. Teacher stress in a time of reform Mark A. Smylie; 4. Teacher burnout: a critical challenge for leaders of restructuring schools Kenneth A. Leithwood, Teresa Menzies, Doris Jantzi and Jennifer Leithwood; 5. Intensification and stress in teaching Peter Woods; 6. Reframing teacher burnout in the context of school reform and teacher development in the United States Lynne Miller; Part II. Teacher Burnout: Perspectives and Remedies: 7. Inconsequentiality - the key to understanding teacher burnout Barry A. Farber; 8. Turning our schools into a healthier workplace: bridging between professional self-efficacy and professional demands Isaac A. Friedman; 9. Teacher career: between burnout and fading away? Reflections from a narrative and biographical perspective Geert Kelchtermans; 10. A psychosocial interpretation of teacher stress and burnout Willy Lens and Saul Neves de Jesus; 11. Burnout among teachers as a crisis in psychological contracts Michael P. Leiter; 12. Progress in understanding teacher burnout Christina Maslach; 13. Teachers' moral purpose: stress, vulnerability and strength Jennifer Nias; 14. Teacher burnout from a social-cognitive perspective: a theoretical position paper Ralf Schwarzer and Esther Greenglass; 15. Professional identity, school reform and burnout: some reflections on teacher burnout Peter Sleegers; 16. Conflicting mindscapes and the inevitability of stress in teaching Thomas J. Sergiovanni; 17. Do teachers burn out more easily? A comparison of teachers with other social professions on work stress and burnout symptoms Peter de Heus and Réne F. W. Diekstra; 18. Teacher burnout Patricia Albjerg Graham; Part III. Teacher Burnout: A Research and Intervention Agenda: 19. Teacher burnout: a research agenda Christina Maslach and Michael P. Leiter; 20. Beyond individual burnout: A perspective for improved schools. Guidelines for the prevention of burnout Geert Kelchtermans and Anton Strittmatter; References; Index.
| Erscheint lt. Verlag | 28.5.1999 |
|---|---|
| Reihe/Serie | The Jacobs Foundation Series on Adolescence |
| Zusatzinfo | 12 Tables, unspecified; 15 Line drawings, unspecified |
| Verlagsort | Cambridge |
| Sprache | englisch |
| Maße | 159 x 233 mm |
| Gewicht | 730 g |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Arbeits- und Organisationspsychologie |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 0-521-62213-1 / 0521622131 |
| ISBN-13 | 978-0-521-62213-4 / 9780521622134 |
| Zustand | Neuware |
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