This data brief presents a model of school psychologist turnover based on publicly available datasets. The model calculates the difference between the expected number of school psychologists for a current year by adding the number of school psychologists from the previous year with estimates of incoming graduates who work in schools. The number of…

Novice teachers, specifically those in their first five years, are leaving the teaching profession at an escalating rate. Demands that go beyond teaching and assessing curriculum in the classroom are piling up and becoming unattainable. Not only are teachers experiencing heavy workloads that require them to combine work with their personal lives,…

"Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay" offers a timely analysis of professional dissatisfaction that challenges the common explanation of burnout. Featuring the voices of educators, the book offers concrete lessons for practitioners, school leaders, and policy makers on how to think more…

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: What does the research say about structural supports that enable teacher well-being? In…

This article describes how charismatic leaders inspire followers with a vision of a better future, but attaining that better future is not easy and requires hard work, extra effort, and sacrifice. In challenging organizational environments where crisis is present, one leadership style that emerges has been described as charismatic. Charismatic…

The suicide of a young person not only creates crisis response challenges for school personnel but also sparks a multitude of reactions and questions from parents who may be anxious about contagion and the increased risk of another suicide occurring. Providing leadership in the aftermath of a student death by suicide is an essential role of the…

This article illustrates the types of situations that U.S. uniformed social workers have experienced in combat deployments to Iraq and Afghanistan with the purpose of preparing current and future social workers to effectively serve military and veteran clients in either military or civilian settings. Vignettes demonstrate the application of the…

A former teacher recounts her reasons for leaving the profession. (IRT)

Stress arises from the discrepancy between the teacher's needs, values, and expectations and the actual occupational rewards, job demands, and the capacity of the worker to meet these requirements. An inservice teacher workshop program for stress identification and management is outlined. (JMF)

Teacher burnout has a significant impact on recruitment, retention, and performance of teachers. Basic assumptions, issues, and controversies that have influenced the understanding of teacher burnout are examined. (DF)

Presents information involving workshops for science teachers on strategies for reducing stress and techniques for problem solving, which utilize the Direct Action to Risk Enrichment chart to investigate possible sources, reactions, and coping mechanisms of stress.

Teacher stress and job dissatisfaction stem from societal, institutional, and personal factors. Each of these factors is discussed to help educators cope with the problems they face. (DF)

The causes, conditions, symptoms, and treatment of teacher burnout are discussed. The remediation of teacher burnout requires change strategies that consider psychological and social factors of the educational environment. (CJ)

Stress occurs among all groups in a school community and can affect morale, performance, and leadership ability. This article discusses how educators must deal with and control stress. Principals must address their own stress to create a healthy school culture. Moreover, the author presents two survival strategies that can provide support and…

Ideas to help teachers cope with problems involving teaching conditions, student behavior, burnout, and other stressors are presented. Examples are given of how teachers coped with problems without "abandoning" the classroom or teaching responsibilities. (CJ)