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ERIC Number: ED222483
Record Type: RIE
Publication Date: 1982-Mar
Pages: 20
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Stress and Burnout: Implications for Teacher Motivation.
Farber, Barry A.
Motivating aspects and stress factors of teaching were identified in a study of public school teachers in suburban New York (state) and New Jersey schools. Thirty percent (398) of the teachers contacted participated in the study, which consisted of a 65-item questionnaire, the Teacher Attitudes Survey, adapted from the Maslach Burnout Inventory. The most satisfactory experiences for the teachers were those that made them feel sensitive to and involved with their students and committed to and competent in their jobs. Relationships with their colleagues, families, and friends also were important. Sources of stress were excessive paperwork, unsuccessful administrative meetings, and lack of advancement opportunities. Three major factors emerged as a result of factor analysis with varimax rotations: (1) general feelings of burnout; (2) commitment to the teaching profession; and (3) working closely with students. Few significant subgroup differences were apparent among the teachers. The results of the survey are significant, although limited by the location of the schools, the representative nature of the sample, and the lack of longitudinal data. (FG)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, March 1982).