Rustout can occur when there is a misalignment between professional aspirations and job demands.
Articles on Teacher burnout
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Efforts to simplify teachers’ jobs through technology can backfire without a strong focus on teacher well-being.
A Walk and Learn workshop series for educators struggling with burnout combines education about compassion fatigue and burnout with walking together outside of Calgary, Alberta.
A lack of supports to foster student success has yielded significant dissatisfaction for teachers and many other professionals integral to healthy schools, like educational assistants.
Schools seeking to retain teachers might consider a proven professional development model: supporting collaborative teacher-led research.
The National Party’s new curriculum policy proposes reforms, when there are already several underway. What schools and teachers really need is more funding and less change.
The benefits of the profession are being eroded.
It’s important that employers and employees understand sympathy, empathy and compassion, and consider these emotions’ roles in both job performance and employee relations.
It’s not just COVID-19. Low salaries, subpar working conditions and lack of resources in the classroom are three of the reasons why teachers are abandoning the profession.
Looser requirements for teacher certification don’t fix teachers’ problems, which are low pay, high workload and lack of respect.
A new study finds a three-year trial of the ‘reflective circles’ approach to peer support offers a way forward for teachers whose already stressful jobs have become even tougher during the pandemic.
Difficulties in attracting and retaining teachers have a lot to do with the conditions they find themselves working in. Here are 3 ways to develop a school system that’s fairer and better for all.
With teachers reporting record-high levels of burnout, and more burnout than any other profession in the US, scholars examine what’s going on and what it may mean for education.
High-stress schools undermine teachers’ commitment and risk losing even more from the profession at a time of growing staff shortages. But schools can take steps to reduce the causes of stress.
Despite signals of increased turnover, the past two years have not experienced mass departures from the teaching profession.
“June-tired” has taken on a whole new meaning for educators this year. What can be done this summer to help them recharge and recover?
Provinces have struggled to mitigate the COVID-19 health concerns of full-time and substitute teachers. The need for substitutes has increased, but fewer are available.
Teachers’ professional lives can be highly demanding, pressured, stressful and at times, emotionally exhausting. But there’s an unspoken demand they suppress their emotions and just get on with it.
Four experts weigh in on ways to replenish the US teacher workforce and curb burnout.
Teachers’ optimism is strained when they know much more could be done to minimize COVID-19 safety risks in schools and to help them support student needs during COVID-19.
Top contributors
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Associate professor of edcuational leadershiop and policy analysis, University of Missouri-Columbia
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Director, Field Experience (Community-Based), Werklund School of Education, University of Calgary
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Associate Dean and Associate Professor, Faculty of Education, University of Winnipeg
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Professor of Education, University of Winnipeg
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Associate Professor of Special Education, Boston University
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Assistant Professor of Educational Leadership, University of Florida
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Professor of Learning Sciences, Monash University
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Assistant Professor of Education, Temple University
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Executive Dean, Faculty of Education, Philosophy and Theology, University of Notre Dame Australia
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Professor in Professional Development and Learning, University of Portsmouth
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Raymond Neag Endowed Professor of Educational Leadership and Dean Emeritus, University of Connecticut
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Senior lecturer, School of Education, University of Waikato, University of Waikato
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Consultant, University of Toronto
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Research Officer, School of Education, La Trobe University
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Associate Professor of Education, Concordia University, St. Paul