The Geelong Regional Group of the Australian College of Education focused on the problem of teacher and student stress at its annual conference in 1985. Three persons with special knowledge of the topic were invited to present papers on the theme "Coping with Stress in Education." A panel discussion was an important part of the…

The purpose of this study was to determine if stress was one of the major problems facing today's secondary educators. If it were indeed a problem, the causes, the symptoms, and the methods of alleviating stress had to be known in order to prevent an exodus of stressed individuals from teaching. Research was conducted by reviewing relevant…

This study measured the self-esteem of 312 female elementary school teachers in the Chattagnooga area public schools, and identified their perceptions of selected job-related factors that contribute to their self-esteem. The questionnaire consisted of three parts. Part one requested demographic information. Part two consisted of the Barksdale…

This study examined the amount of perceived stress and its dimensions on 121 elementary and secondary school teachers. Correlations were found between the "Emotional Exhaustion" dimension of stress and gender (males experienced more burnout) and years of teaching (teachers with more years at their present job experienced more burnout).…

High stress and job dissatisfaction interact negatively to produce the condition known as burnout. Teacher burnout is the state of exhaustion, despair, and futility which results from the belief that achievement and satisfaction in teaching is either not possible or not worth the effort required to produce it. By making repeated measures of…

Questionnaires were mailed to 765 special education teachers to determine if the concept of burnout is relevant to teachers of exceptional children and to determine if the age level, delivery model, and type of children served are related to the experience of burnout. Responses were obtained from 601 teachers. Among findings were the following:…

Defining burnout as a continuous variable comprising emotional exhaustion, depersonalization, and personal accomplishment failure, this study explores the relationship between job satisfaction and burnout in 128 school administrators in a large western Canadian city. Findings reveal that administrators' dissatisfaction with workload, status and…

The article reviews studies on teacher stress and burnout conducted over the past decade. It recommends future research on how to apply the current understanding of teacher stress to reducing stress levels in schools. (Author/CH)

Identifies factors that may lead to teacher burnout, including heavy teaching loads, underprepared students, elitist attitudes, repetition and boredom, and changing subject matter. Successful cures involve self-knowledge, institutional responsibility, and administrative sensitivity to faculty frustration. Ways to avoid burnout include variety,…

A survey of 322 Ohio vocational agriculture teachers measured and analyzed teacher burnout, job satisfaction, and coping ability. The percentage of teachers in the high burnout category revealed a need for better support systems and education about coping. (CH)

Highlights problems and conflicts identified by community college faculty as undermining their work; e.g., the split between academic and vocational curricula, conflicting demands to maintain academic standards and enrollments, lack of time, and issues of power and opportunity. (DMM)

The degree of correlation between each of six personal and life history variables to each of three subscales of the Maslach Burnout Inventory was investigated for classroom teachers. The personal and life history variables afforded low, but statistically significant, relationships with one or more of the three constructs of burnout. (DWH)

Draws from individual in-depth interviews of 34 full-time community college faculty to examine job attitudes and work behaviors of faculty with 10+ years in their current positions. Concludes that stagnation is avoidable, and routinization can be minimized by diversity in work tasks, skills used, and expanded role definition. (LAL)

The responses of 462 teachers, scored separately for frequency and intensity to 22 Maslach Burnout Inventory items, were intercorrelated and subjected to a principal factors solution followed by a varimax rotation. Empirical support was obtained for the hypothosized dimensions: emotional exhaustion; depersonalization; and personal accomplishment.

From a sample of 442 teachers in two Northwest states, 70 percent identified critical incidents of job satisfaction and dissatisfaction. Significant satisfaction factors were recognition and achievement.Dissatisfaction factors were relations with students and parents, lack of achievement by students or teachers, district policy and its…