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ERIC Number: ED320623
Record Type: RIE
Publication Date: 1990
Pages: 13
Abstractor: N/A
Reference Count: N/A
Positive Ways To Avoid Instructor Burnout.
Kaikai, Septimus M.; Kaikai, Regina E.
Multiple demands and pressures on teachers have increased instructor burnout, a state characterized by boredom, depression, envy, and physical and emotional fatigue. In response to the high incidence of burnout, teachers and professors may use a job diversification approach similar to one used in industry to combat boredom and monotony. Additionally, the following suggestions to instructors may help to alleviate burnout: (1) request and accept assignments to teach different courses at several levels in your major discipline; (2) engage in tutorial programs, community service, and volunteer activities that enhance teaching skills; (3) enhance knowledge sufficiently to be able to teach introductory courses in your disciplinary minor; (4) invite other professionals, resource people, and practitioners in the field to participate in classroom panel discussions; (5) become part of teaching teams or "inter-disciplinary" teams; (6) organize out-of-class activities for students each semester; and (7) use new delivery systems to vary and augment class presentations. The college administration can also assist instructors to overcome burnout by recognizing and rewarding teaching excellence. Nominating excellent teachers for external teaching awards; sponsoring faculty attendance at seminars, workshops, and conferences; promoting faculty for performance; and giving extra merit salary increments to teachers of recognized excellence are ways of rewarding faculty. The administration can also sponsor activities that enhance teaching; provide mentorship for faculty who exhibit signs of burnout; and promote a sense of community among faculty. (WJT)
Publication Type: Speeches/Meeting Papers; Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the National Conference on Successful College Teaching (Orlando, FL, February 28-March 3, 1990).