Burn out (Psychology)

This autoethnographical study was conducted to add teacher voice and perspective in the topic of new teacher burnout, which has been linked to beginning teachers’ historically high attrition rates within the first five years of their careers. The study was centered on a burned out new teacher who faced cognitive dissonance through attempting to implement critical pedagogy in the context of standards-based reform.
Data was gathered through field notes and artifacts encompassing the first five years of the teacher’s career, which spanned two schools and six grade levels in a large, low socioeconomic, southern school district. The data underwent multiple levels of analysis and classifications to allow for emergent themes. This data was then displayed as narrative vignettes, giving a representative sample of the field notes that detailed the experience of new teacher burnout.
The data from this study found similarities with the current research on burnout in identifying significant contributors to new teacher burnout. Findings suggested that contributors to burnout work simultaneously and have consistent and pervasive effects. This made every contributor to burnout impactful, as the teacher was constantly suffering from negative health effects of the constant state of burnout.

The purpose of this study was to determine turnover trends of administrators in Florida's Jewish day schools, and to ascertain the reasons Jewish day school administrators leave the field despite the demand for professionals in that field. The study fills a gap in available data and research in this area, and helps shed light on a serious leadership crisis in Jewish education from the perspective of the administrators. A survey of documents and a series of interviews with school officials revealed that 105 administrative positions turned over in Florida's 36 Jewish day schools during the 1994-2004 school years. A third of those who left their positions opted to leave the field of day school administration entirely. Utilizing qualitative methodology, the researcher interviewed 11 of the administrators who left. The study found that day school administrators who leave the field are motivated and growth-oriented individuals who do not actualize their personal challenges in the field. Day school administrators who leave are disillusioned by what they find in the day school system, from the way administrators are treated by the various constituents of the school to the values under which the day school system operates. The study also found that there are no clear predictors of which administrators will leave the field; however, circumstances that lead to departure are similar.

In today's era of high stakes testing and accountability, school principals are confronted with many difficult challenges in addition to those traditionally experienced by principals given the advent of No Child Left Behind (NCLB) and the many mandates each school principal must report on annually. With mandated curriculum standards and widespread demand to improve student achievement, principals face a multitude of administrative tasks. As the school accountability deadline to meet the 2014 federal objective of the No Child Left Behind Act of 2001 rapidly draws closer for the majority of states, this federal legislation has created increasingly high stress levels, potentially the highest ever, for principals across the country. ... The proposed study is significant to the field of education because this study provides the most current research regarding the mental and physical effects of work-related stress on elementary school principals in an era of increased accountability and the impact stress has on the school climate. Further, this study offers school principals a repertoire of effective coping mechanisms that can be utilized to help reduce their perceived stress levels. Over the time of the study, it was repeatedly reported by the principal participants that their work stress had increased, which was found to have impacted their health as well as the school climate.

This study investigates the relationship between mobbing, burnout, and religious coping styles among Protestant clergy. Mobbing is an emotionally abusive workplace behavior and is defined as the prolonged malacious harassment of a coworker by a group of other members of an organization to secure the removal from the organization of the one who is targeted. Mobbing has only recently become a focus of attention in the US. To date, there are no known studies investigating mobbing in the workplace setting of the church. The broad purpose of this study is to determine if Protestant pastors experience mobbing, how they are affected by it, and how they cope with it. Four religious coping styles - Self-directing, Collaborative, Deferring, and Surrender to God - are investigated to determine how coping styles of religious individuals function in mediating the effect of mobbing or burnout. Burnout is assessed throught he Maslach Burnout Inventory and measures emotional exhaustion, depersonalization, and reduced personal accomplishment. This study utilizes Structural Equation Modeling (SEM) and presents two models of mediational analysis.... The results of analysis indicate that Protestant clergy do experience being mobbed which results in emotional exhaustion and depersonalization. Clergy with a self-directing coping style experience more burnout than do those who utilize a surrender to God style. Differences in indirect effects between models were noted. The implications to theory and practice are discussed.

The purpose of this research was to explore the relationship between wellness and burnout among novice counselors. This research was carried out in order to gain a better understanding of the experience of the novice counselor as well as to gain insight into the effects of wellness and burnout on these experiences. The significance of this research lies in the need to understand the novice counselor's journey, the factors that can contribute to or prevent burnout, and the potential prevention and intervention strategies that can be employed in response to burnout. The data of a final sample of 144 participants' scores on the Maslach Burnout Inventory (MBI), The Five Factor Wellness Evaluation of Lifestyle (5F-Wel), and a demographic questionnaire were analyzed using the Statistical Package for the Social Sciences in order to explore the relationships between wellness and burnout. The researcher found significant relationships between demographic factors of the novice counselor, including age, years of experience, and number of hours delivering counseling services, and both the MBI and the 5F-Wel. The researcher also found a relationship between all factors of wellness and the three subscales of burnout. A particularly important finding was the significance of the Coping Self, Physical Self, and Creative Self subscales of wellness to the subscales of burnout. The implications of the findings include the development of specific intervention and prevention strategies for novice counselors. Limitations of this research include the relatively small sample size, potential bias among the participants who chose to complete the survey, and the limited generalizability.

Past research has found that among traumatized undergraduate women, proactive coping style was independently negatively associated with posttraumatic stress disorder symptom severity. It also shows that nurses experience many work-related traumas. The present study tests the PTSD symptom level in nursing students and measured whether proactive coping and other personality variables could successfully buffer the effects of trauma. This study found a surprisingly low PTSD symptom level among the nursing students though they reported several distressing traumas. Also surprising, participants reported more distress from traumas relating to verbal abuse than to traumas relating to death and/or severe injury. Proactive coping, optimism, and self-esteem were negatively related to PTSD, anxiety, and depression. Further research will be needed to support these findings.