EXPLORATORY STUDY: BURNED-OUT AND NON-BURNED-OUT TEACHERS
Abstract
The purpose of this study was to gain insight into the phenomenon of teacher burnout. The study concentrated on three specific areas: teachers' needs, work environment, and coping strategies. In order to collect the data, the investigator conducted an exploratory study of male high school teachers between the ages of 35 and 45 with at least ten years of teaching experience in schools in northern New Jersey. The subjects of the study included seven burned-out teachers and 26 non-burned-out teachers as they were identified on Freudenberger's Burn-Out Scale and Pines' Tedium Measure. Both groups of teachers were interviewed individually by the investigator utilizing closed- and open-ended questions from an interview guide developed by the investigtor. The seven burned-out teachers achievement, recognition, and advancement needs were met to a below-average degree in their job which caused them emotional and physical problems related to stress. They did not possess coping strategies that could help them deal with the burnout that had consumed their lives. On the other hand, the 26 non-burned-out teachers did not experience problems with stress by being aware of the limitations of their job, by separating work from home, and by utilizing personal coping strategies. They learned to set realistic and personally-oriented goals, form staff-support systems, incorporate variety in class, and participate in outside activities. Furthermore, they received positive organizational intervention such as competent and caring supervisors and understanding administrators. It was the investigator's conclusion that teacher burnout was an individual matter that could be enhanced or decreased by the organization. Nevertheless, it was the teacher's responsibility to develop coping strategies that could be advantageous to him. In summary, when teachers can detach themselves from their job, be objective about it, and learn to cope with the givens that are inherent in it, then teacher burnout will be controlled and/or combatted.
Subject Area
School administration
Recommended Citation
BARRIALE, JAMES FRANK, "EXPLORATORY STUDY: BURNED-OUT AND NON-BURNED-OUT TEACHERS" (1984). ETD Collection for Fordham University. AAI8423115.
https://research.library.fordham.edu/dissertations/AAI8423115
