Teacher burnout causes, symptoms & recommended solutions. (c2016)

The position of a gifted education staff person is high-profile. Inherent in the role are pressures, demands, and criticisms which can lead to burnout. Teacher burnout is debilitating in its personal and professional effects; therefore, teachers of the gifted must capitalize on their strengths and learn strategies for coping with high-visibility roles and often inflated expectations of others. Furthermore, administrators must support and encourage these teachers as they endeavor to provide differentiated learning experiences for gifted students.

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Is Acupoint Stimulation an Active Ingredient in Emotional Freedom Techniques (EFT): A Controlled Trial of Teacher Burnout

Energy Psychology Journal ◽

10.9769/epj.2015.7.1.ar ◽

2015 ◽

Vol 7 (1) ◽

pp. 14-21

Author(s):

Ann Reynolds

Keyword(s):

Active Ingredient ◽

Teacher Burnout ◽

Controlled Trial ◽

Emotional Freedom Techniques ◽

Acupoint Stimulation

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Teachers’ Characteristics, Teacher Burnout and Motivation to Leave

10.22492/issn.2186-5892.2021.24 ◽

2021 ◽

Author(s):

Sukritta Preechawong ◽

Anusit Anmanatrakul ◽

Pichet Pinit ◽

Ravinder Koul

Keyword(s):

Teacher Burnout

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A personal construct approach to avoiding teacher “burnout” and “rustout”

Queensland Journal of Guidance and Counselling ◽

10.1017/s1030316200000376 ◽

1987 ◽

Vol 1 ◽

pp. 43-51

Author(s):

C. T. Patrick Diamond

Keyword(s):

Stress Management ◽

Teacher Stress ◽

Teacher Burnout ◽

Personal Construct ◽

Post Intervention ◽

Personal Construct Psychology ◽

Idiographic Approach ◽

Construct Psychology

Personal construct psychology enabled teacher stress to be conceptualised in terms of their perceptions of their ability to cope with stressors. Different degrees of support were seen in terms of the teachers' allocation of dependencies. Pre- and post-intervention questionnaires and FOCUS-ed (or cluster analysed) Dependency (individual and mode) grids were used to reveal and manipulate 11 teachers' resources and then to monitor how their group levels of stress were affected. Although the study reflected an idiographic approach rather than a substantive pattern, stress was reduced for the highly stressed, maintained for the moderately stressed and increased for the low stressed. Since using a not coping rather than a coping perspective characterised the distressed group before the intervention, teachers may need to emphasise a more affirmative stance. Once teachers establish what they construe as stressful and what support they can use, they are in a more informed position to engage in stress management or maintenance.

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