Teaching to employees becoming separated from work, leads to

                 Teaching can be viewed as a high-stress profession. Teaching has all the
components linked with stress such as, a complex structure, ongoing assessment
of its procedures and results, and progressively intense social communications
with students, mothers and fathers, co-workers, principals and the society etc.
Increased student misbehaviour, congested classes, inadequate incomes,
challenging or unsupportive mother sand fathers, budgeting restrictions, lack
of infrastructure, have provided to a limited teacher force world over. Carter
(1994) describes teacher burnout as physical, emotional, and attitudinal
fatigue that starts with a feeling of discomfort and escalates as the spirit of
teaching starts to progressively deteriorate.

          As
burnout job satisfaction is a famous aspect in industrial behaviour research.
It is described as being pleased with many job components (Herzberg &
Mausner, 1959). Decreased satisfaction may be indication of worker absenteeism and
intentions to quit in extraordinary instances (Spector,1985; Martin and miller,
1986; Dupre and Day, 2007). Discontentment may lead to employees becoming
separated from work, leads to emotions like exhaustion, stress, and cynicism.
This type of work-related stress is known as burnout (Oligny, 1994). Increased
work-related pressure and burnout have proved to reduced efficiency (Brown and
Campbell, 1994).

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Dimensions of burnout

             Maslach
is one of the founders in studies regarding teacher burnout, which was as a
problem of psychological and physical fatigue pertaining to the growth of
dangerous job behaviour, negative professional self-concept, and loss of empathy
for customers (Saiiari et al., 2011).

There are many explanations of Burnout; but, the most studied
work is that by Maslach and jackson (1981), which includes three dimensions:

1) emotional exhaustion, defined as the shortage or
deficiency of energy, and a sense of lack of resources; a sense of being
psychologically strained by exposure to other people),

 2)
Depersonalization, scenario in which employees see clients, colleagues and the
company as things, lack of empathy; (hard-hearted reactions to these folks) and
a distanced, unsociable, cynical mind-set towards work and other people

 3) Low personal
accomplishment, employee evaluates his/her achievements in a very negative way,
feeling disappointed with himself or herself and with his or her career growth.
A feeling of Low resilience and accomplishment in one’s work)
(Tatar, 2002; Leiter & Maslach, 1988; Boles et al., 2000).

Does teacher burnout affect students?

                     
Human service employees are prone to burnout (Freudenberger, 1975).
Teachers, especially, encounter many traumatic activities in their professions
(Burke et al., 1996). Studying burnout in teachers is very essential, because
teacher burnout has been discovered to have important effects not only for
teacher’s health, but also for student conduct (Pyhältö et al., 2012). Analysis
of teacher burnout has proven that environmental and personal aspects play a
role to burnout. For example, high amount of work, lack of assistance and some
personality characteristics have been recognized as sources of teacher burnout
(Pyhältö et al., 2011). self-efficacy has shown to be an appealing factor for educator
burnout (Brouwers and Tomic 2000, Evers 2002).

     Teacher burnout restricts the teacher from
building a good mind-set towards learners and their needs. This in turn could
affect children being less engaged in the learning and less inspired. Many
complications like dyscalculia, dyslexia, psychological problems, autism signs,
etc might be ignored, which would delay the treatment and intellectual training.

                  Stress is transmittable between teacher
and students. Researchers from the British Columbia university (UBC) conducted
a study on 400 primary students and 17 teachers, results showed the presence of
cortisol (stress hormone) in them. They found teachers who admitted that they
had feelings of mental and physical exhaustion, their students had increased
cortisol levels.

                     Depersonalization can harm harmful
effects in classrooms. Teachers have a negative attitude towards students, this
can affect student’s motivation, and perception of the teacher, thus affect his
studies negatively (Williams and Burden: 2000). Burned out teachers are not
sympathetic to their children; therefore, they do not come well prepared for
class and is not dedicated to their teaching (Bryne: 1994). This can
also affect student’s perception of their teachers. Teachers could experience
anger and violence, this could add to their stress and hence furthermore
increase burn out symptoms, thus they could develop negative attitude towards
students and teachers working with them. Hence burnout is a threat to the teaching
industry in general.

             When students can share their ideas and
emotions is when actual learning can take place (ozdemir,2007). Burned out teachers
would be intolerant to this. According to blasé,1982, stress can affect
teacher’s effectiveness. Student achievement takes place when the teacher feels
good about his/her work. (black:2001).

         One of the factor that leads to
effective teaching is teacher enthusiasm (Williams and burden 2000). Teachers
who have burnout symptoms are less enthusiastic and do not take classes
creatively.Stress can make teachers quit their jobs which leads to early
retirement (Griffith, Steptoe and cropley,1999). These teachers are not task
oriented and give less recognition for their children(koon,1971). Thus, gives a
need for having competent teachers.

 

Sources of teacher
burnout.

                  The causes or reasons for
teacher burnout are many. Most research have suggested that it is the result of
environmental factors (societal and organizational) and personality factors.

According to kyriacou
(2001), 9 sources of teacher stress are:

·        
Educating
students who lack motivation

·        
Keeping
discipline

·        
 Excess work

·        
Managing
change

·        
Being
analysed by others

·        
Relationship
with colleagues

·        
status

·        
management

·        
role
ambiguity

 

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