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Burn-Out in Education

Konferensbidrag (offentliggjort, men ej förlagsutgivet)
Författare Kevin M. Cloninger
Danilo Garcia
Publicerad i 12th Geneva Conference on Person Centered Medicine - Promoting Well-Being and Overcoming Burn-Out. Geneve, Switzerland.
Publiceringsår 2019
Publicerad vid Psykologiska institutionen
Språk en
Ämnesord Burnout, Teachers, Stress
Ämneskategorier Pedagogiskt arbete, Lärande, Pedagogik, Utbildningsvetenskap, Psykologi

Sammanfattning

All the helping professions are seeing a rise in stress levels, and consequently burnout and depression; teaching is no exception. There has been considerable debate about how to quantify rates of burnout and the resulting teacher attrition. Burnout rates are mediated by social and personal factors, and so rates of burnout vary by country (Farber, 1991). For example, studies conducted in the United States have shown that 15 to 30% of beginning teachers leave the profession within the first five years (Murnane et al., 1988). Huston (2001) and others have looked at factors that mediate burnout in teachers. They identified factors that work together to induce burnout, such as a feeling of powerlessness (lack of decision-making power), role conflicts, a lack of freedom and autonomy, and the lack of adequate support. They estimate that more than 50% of teacher’s experience burnout. In this talk, I will explore how the organizing principles of modern education are participating in burnout rates. Particularly, the emphasis on participation in the global economy has undermined the schools’ role in helping children learn about living a good life. The pursuit of the “good life” has been replaced by the pursuit of a “good job.” This vain pursuit devalues the profession and those who practice it, and ultimately erodes the meaning of the work that most would consider a vocation. The authoritarian structures of modern school practice lead to an increase in violence and bullying, reduce job satisfaction, and ultimately undermine teacher autonomy and agency.

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