ERIC Number: EJ1306962
Record Type: Journal
Publication Date: 2021
Pages: 4
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-
EISSN: N/A
Teacher Burnout: A Failure in Leadership
Phillips, Kristen
BU Journal of Graduate Studies in Education, v13 n4 p39-42 2021
The rate of teacher burnout is increasing because school leaders are failing to modify their expectations of teachers. Teachers are adapting to meet COVID-19 protocols, but are paying the price of drained resiliency reserves due to a decrease in self-efficacy and the quality of professional relationships, and an increase in the pace of technological integration. School leaders can improve teacher resiliency by offering supports such as ongoing professional development, regular consultations, increasing time resources, and employing information technology professionals.
Descriptors: Teacher Burnout, Leadership Effectiveness, School Administration, Expectation, Resilience (Psychology), Self Efficacy, Technology Integration, Professional Development, Teacher Collaboration, COVID-19, Pandemics, Elementary School Teachers, Foreign Countries
Brandon University. 270 18th Street, Brandon, Manitoba R7A6A9. Tel: 204-727-9616; e-mail: facultyed@brandonu.ca; Web site: https://www.brandonu.ca/master-education/journal/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A