ERIC Number: ED229369
Record Type: RIE
Publication Date: 1982
Teacher Burnout: Assumptions, Myths, and Issues.
Farber, Barry A.
Based primarily on data collected on a sample of nearly 700 public school teachers, a study critically examined several key issues in the field of teacher burnout, coming to the conclusions that: (1) Teacher stress and teacher burnout are distinct and separate concepts; (2) The problem of teacher burnout has reached serious proportions; (3) Teachers are "wornout" rather than burned out; (4) There still remains a significant number of dedicated and committed teachers; (5) A significant factor in the burnout process is the lack of administrative and parental support for teachers; (6) Suburban and urban schools differ in regard to the extent and pattern of teacher burnout; (7) The usual solutions to teacher burnout are doomed to be ineffective; and (8) A full understanding of the consequences of teacher burnout has yet to be realized. (Author/JD)
Descriptors: Elementary Secondary Education, Job Satisfaction, Parent Attitudes, Parent School Relationship, Parent Teacher Cooperation, Stress Variables, Teacher Administrator Relationship, Teacher Alienation, Teacher Attitudes, Teacher Burnout, Teacher Effectiveness, Teacher Morale, Teaching Conditions
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: N/A
Note: Based on a paper presented at the Annual Meeting of the American Psychological Association (Washington, DC, 1982).