Do not burn baby…do not burn!

Ever seen tired teachers?

Which of these do you find most Which of these do you find most challenging in your teaching?challenging in your teaching?

1.1. Students failure to work or behaveStudents failure to work or behave

2.2. Demands made upon you the teacherDemands made upon you the teacher

3.3. Poor professional relationships with Poor professional relationships with colleaguescolleagues

4.4. Lack of support from administration Lack of support from administration or governmentor government

5.5. Restricted resourcesRestricted resources

6. Constant changes within the 6. Constant changes within the professionprofession

7. Inadequate salary7. Inadequate salary

8. Difficult interaction with parents8. Difficult interaction with parents

(Nina,S.,Svetlana, S. & Tores, T., (Nina,S.,Svetlana, S. & Tores, T., 2007)2007)

Maslach Burnout Inventory:

is a test commonly used to assess burnout .

This test focuses on three constructs: emotional exhaustion, depersonalization, and reduced personal accomplishments.

(Ozdemir,S.,2006)

This report is based on six studies carried out in:

Greece, Spain, South Africa, Turkey, Finland & Norway

Rationale:Rationale:

1.1. Concerned about health and Concerned about health and happiness of teachers at my happiness of teachers at my workplaceworkplace

2.2. Concerned about the kind of Concerned about the kind of teacher who stands in front of teacher who stands in front of studentsstudents

3.3. Tired of hearing tired teachers Tired of hearing tired teachers

TEACHING STAFF & CONTACT TIME:KEY TO COLUMNS:Licence No. = Teacher’s license number Qual. Code = University grad. with teacher training (GT)DOB = Date of birth (day/month/year) University grad. without teacher training (G)F/P = Full-time (F) or Part-time (P), Part-time being Non-University grad with teacher training (T) teachers who teach 15 hours or less per week Other (O)Exp = Total years of teaching experience Qualification & Subject = State degree and subject qualified inStatus = Maternity leave (ML), Study leave (SL), Sick Leave (SK), Volunteer (V), etc. (e.g. B.Sc. Math)

No. NameDOB

(d/m/y)Age Gender

F/PEx

p

Qual

Code

Qualification & Subject

Subjects teachi

ng this year

Forms teaching this year

No. of Periods per Week

Status

Pay-scale

Teaching

Other

1. Aban Sylvia 6.9.79 27 F F 5 O Assoc. Gen. Studies Food/Nutrition 1,2,3, 4 25 hr ML

8

2. Aldana Rubiceli 24.8.78 28 F F 4 O Assoc. English Spanish 3,4 20 Hr 8

3. Alpuche Jorge 21.5.61 45 M F 9 G B.Sc. Vet. Sci. Int. Sci., Bio. 2,3,4 25 Hr LL 16

4. Arruda Cleber 26.11.73

33 M F 3 G B.A. Info Tech Info Tech 3,4 20 Hr 14

5. Augustine Fausto 19.11.57

49 M F 28 T Trained Teacher English 2,3,4 20 Sports 8

6. Augustine Ulyses 2.2.85 21 M F 1 O Assoc. Bus. Admin English 3,4 20 Newsp 8

7. Ayiyi Miloye 29.4.60 46 M F 10 G B.A. Math Math 3,4 25 Hr 16

8. Baptist Orlando 22.8.75 31 M F - G B.A. Science Bio. Int. Sci 1,2,3,4 25 Hr 16

SUMMARY OF FULL-TIME TEACHERS

MALES FEMALES TOTALS

1. University Grad. With Teacher Training 5 5 10

2. University Grad. Without Teacher Training 12 11 23

3. Non-University Grad. With Teacher Training 1 2 3

4. Other qualifications 14 17 31

TOTAL 32 35 67

Burnout is defined as:Burnout is defined as:

“…“…the condition of physical and emotional the condition of physical and emotional exhaustion, as well as associated negative exhaustion, as well as associated negative attitudes resulting from the intense attitudes resulting from the intense interaction in working with people.”interaction in working with people.”

(Jackson, L.T.B., Rothman, S., Vijver, van J. (Jackson, L.T.B., Rothman, S., Vijver, van J. R. R.,2006)R. R.,2006)

Burnout is also defined as:Burnout is also defined as:

“…“…emotional toll of working with people emotional toll of working with people consisting of emotional exhaustion…consisting of emotional exhaustion…

depersonalizaton, negative, callous, and depersonalizaton, negative, callous, and cynical attitudes towards recipients of cynical attitudes towards recipients of one’s services and lack of personal one’s services and lack of personal

accomplishment, the tendency to evaluate accomplishment, the tendency to evaluate one’s work negatively.”one’s work negatively.”

(Buunk,A.P., Peiro,J.M., Rodriquez, I. & (Buunk,A.P., Peiro,J.M., Rodriquez, I. & Bravo,J.M.,2007)Bravo,J.M.,2007)

What these six studies say cause burnout:

1. Discipline problems

2. Interaction with colleagues(Antoniou, A.S., Polychroni, F., & Vlachakis, A.N.,2006)

3. Sense of low status

4. Perceived loss of status5. A sense of defeat (Bunnk,A.P. et al.,2007)

6. Pace and amount of work/demands

7. Mental & Emotional load8. Lack of job resources (Jackson,L.T.B. et al.,2006)

9. Low decision authority10. Low self-efficacy (belief in one’s self and

one’s work) (Skaalvik, E.M.& Skaalvik,S. 2007)

Interventions Recommended by Interventions Recommended by StudiesStudies

1.1. Principal and health care workers need Principal and health care workers need to be to be proactiveproactive - address burnout at the - address burnout at the beginning of the school yearbeginning of the school year

(Buunk, A.P. et. Al., 2007) (Jackson,L.T.B. et al.,2006)(Buunk, A.P. et. Al., 2007) (Jackson,L.T.B. et al.,2006)

2. Increase 2. Increase resourcesresources (Jackson.L.T.B. et al.,2006)(Jackson.L.T.B. et al.,2006)

3. Improve 3. Improve managementmanagement, employee , employee relations, rewards and job designrelations, rewards and job design

(Jackson, L.T.B. et al.,2006)(Jackson, L.T.B. et al.,2006)

4. Reduce level of 4. Reduce level of demandsdemands (Nina, S. et al., 2007)(Nina, S. et al., 2007)

5. Strengthen teachers’ 5. Strengthen teachers’ decision authoritydecision authority

(Nina, S. et (Nina, S. et al.,2007)al.,2007)

6. Raise 6. Raise teacher’s competenciesteacher’s competencies collectively collectively through school development and in-through school development and in-service training service training (Skalvik,E.M. et al.,2007)(Skalvik,E.M. et al.,2007)

7. 7. Upgrade teacher’s self beliefUpgrade teacher’s self belief (Skaalvik,E.M. et al., 2007)(Skaalvik,E.M. et al., 2007)

References:References:

Antoniou, A.S., Polychroni, F., Vlachakis, A.N. (2006). Gender and age differences in occupational stress and professional Antoniou, A.S., Polychroni, F., Vlachakis, A.N. (2006). Gender and age differences in occupational stress and professional burnout between primary and high-school teachers in Greece. burnout between primary and high-school teachers in Greece. Journal of Managerial Psychology, 21,Journal of Managerial Psychology, 21, (7), 682-688. (7), 682-688.

Buunk, A.P., Peiro, J.M., Rodriquez, I., Bravo, M.J. (2007). Buunk, A.P., Peiro, J.M., Rodriquez, I., Bravo, M.J. (2007). A loss of status and a sense of defeat: an evolutionary A loss of status and a sense of defeat: an evolutionary perspective on professional burnout. perspective on professional burnout. European Journal of Personality, 21, European Journal of Personality, 21, (4), 471-485.(4), 471-485.

Jackson, L.T.B., Rothman, S., De Vijver, F.V. (2006). A model of work-related well-being for educators in south africa. Jackson, L.T.B., Rothman, S., De Vijver, F.V. (2006). A model of work-related well-being for educators in south africa. Stress and Health, 22, Stress and Health, 22, (4), 263-274.(4), 263-274.

Ozdemir, S. (2006). Burnout levels of teachers of students with AD/HD in turkey: comparison with teachers of non-AD/HD Ozdemir, S. (2006). Burnout levels of teachers of students with AD/HD in turkey: comparison with teachers of non-AD/HD students. students. Education and Treatment of Children, 29, Education and Treatment of Children, 29, (4), 693-707.(4), 693-707.

Santavirta, N., Solovieva, S., Theorell, T. (2007). The association between job strain and emotional exhaustion in a cohort Santavirta, N., Solovieva, S., Theorell, T. (2007). The association between job strain and emotional exhaustion in a cohort of 1,028 finnish teacher. of 1,028 finnish teacher. The British Journal of Educational Psychology, 77, The British Journal of Educational Psychology, 77, (1), 213-228.(1), 213-228.

Skaalvik, E.M., Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived Skaalvik, E.M., Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective efficacy, and teacher burnout. collective efficacy, and teacher burnout. Journal of Educational Psychology, 99, Journal of Educational Psychology, 99, (3), 611-625.(3), 611-625.

Emil Pulido Feb. ’08Emil Pulido Feb. ’08