early childhood education
explain three main reasons for teacher burnout. The first reason is emotional ex- haustion – trying to do too much or having an overwhelming workload. The second reason is depersonalization – a develop- ment of negativity toward work and the people at work. The third reason is lack of personal accomplishment – when the teacher feels discouraged, disillusioned and unappreciated. There has been a significant amount of research regarding the causes of burnout. Most researchers identify two main sources of burnout: environmental factors and individual fac- tors (Maslach & Leiter, 1997). Numerous external conditions can negatively affect the job of the teacher, such as exces- sive workload, lack of time, inadequate compensation, continuously changing curriculum and assessment strategies, unmotivated and/or disruptive students, unsupportive administrators and societal influences, including politics, crime, vio- lence, family issues and rapidly changing technology. Kuzman and Schall (1987), in
a study of 5,000 American and Canadian teachers, discovered that “63 percent of teachers reported student discipline prob- lems as the most stressful factors in their work environment.”
Examples of individual factors related to teacher burnout include certain per- sonality characteristics, such as a high level of commitment, locus of control or inadequate preparation for a particular grade level or subject. Some researchers suggest that burnout can best be prevented through changes in the external conditions (LeCompte & Dworkin, 1991; Maslach & Leiter, 1997). Others maintain that in spite of needed environmental changes, it is the individual who must ultimately develop strategies for preventing burnout and thriving as a teacher (Steffy, 1989).
Many researchers agree that a balanced lifestyle leads to a healthier professional, personal and social life. McGrath (1995) encourages teachers to nurture their inner
“What would it take to help
teachers maintain the “fire” for teaching for many years?”
life. Teachers need to be encouraged to have a life outside of school. Friendships and community involvement can actually help to bring balance for teachers dealing with academic stresses. Teachers who have a high sense of professional satis- faction are generally teachers who have learned to balance their professional with their personal lives and take charge of their
Continued on page 30
n e n i l
i Join. Participate. Advocate.
The National Network for Music Education Advocacy Needs You!
Tap into the SupportMusic Coalition resources to keep music education strong.
Join the network today at
www.supportmusic.com!
5790 Armada Drive • Carlsbad, CA 92008 • 760.438.8001 •
www.nammfoundation.org
PAGR_Wisconsin7.25x4.875.indd 1 Wisconsin School Musician
7/25/13 3:51 PM 29
n i n s
p a
e o e c c
a c
t a y r
t r e c
r b l h u o
c i s
e t s
p i s
l e n o e
t a o
c m r e n
s e f
r e r
i p
i n
g n c
e l e
a c
e d l l a
s r s
a
a n n d
o w
g
r b e
a i n
n i a
z a r s
d
t i
o
n s
Page 1 |
Page 2 |
Page 3 |
Page 4 |
Page 5 |
Page 6 |
Page 7 |
Page 8 |
Page 9 |
Page 10 |
Page 11 |
Page 12 |
Page 13 |
Page 14 |
Page 15 |
Page 16 |
Page 17 |
Page 18 |
Page 19 |
Page 20 |
Page 21 |
Page 22 |
Page 23 |
Page 24 |
Page 25 |
Page 26 |
Page 27 |
Page 28 |
Page 29 |
Page 30 |
Page 31 |
Page 32 |
Page 33 |
Page 34 |
Page 35 |
Page 36 |
Page 37 |
Page 38 |
Page 39 |
Page 40 |
Page 41 |
Page 42 |
Page 43 |
Page 44 |
Page 45 |
Page 46 |
Page 47 |
Page 48 |
Page 49 |
Page 50 |
Page 51 |
Page 52 |
Page 53 |
Page 54 |
Page 55 |
Page 56 |
Page 57 |
Page 58 |
Page 59 |
Page 60 |
Page 61 |
Page 62 |
Page 63 |
Page 64 |
Page 65 |
Page 66 |
Page 67 |
Page 68