Special educators experiencing stress are urged to take greater responsibility for their own well-being by maintaining a balanced lifestyle, planning for success, expanding their support network, creating a positive belief system, making learning a lifelong priority, and learning to cope with complexities and challenges. (DB)

Examines three reasons teachers leave their profession and approaches for helping them to love their work. Suggests that when teachers feel challenged, in control of their lives, and have a sense of belonging, their needs have been met. Then they can become the adult attachment figure that children must have in order to have their own needs…

Survival analysis was used to examine and follow the career paths of 6,642 special education teachers hired in Michigan and North Carolina between 1972 and 1983. Educators most likely to leave teaching included those serving students with speech, hearing, or vision disabilities; teachers with high test scores; and teachers paid comparatively low…

A survey of 244 teachers of the behaviorally disordered indicated that school/setting factors, career issues, and workload variables were perceived as more stressful than direct contact with students. Exhaustion, frustration, and negative carryover to life outside the classroom were frequent effects of stress. Strategies for dealing with stress…

To assess the reliability and validity of the Maslach Burnout Inventory (MBI) in a non-Western setting, the instrument was administered to 223 teachers in Jordan. Results indicate an acceptable reliability for the MBI and suggest that it has promise for use in non-Western countries. (SLD)

Reports on a study of teacher burnout among 160 Swiss secondary teachers. Finds that teacher-student relationships are the most frequently mentioned reason for burnout, followed by feelings of being trapped in school routine and personal difficulties. Discusses the impact of burnout episodes on a teacher's career. (CFR)

Beginning teacher examines his experience with teacher stress and burnout, presenting research in the field and discussing three main coping strategies: problem focused, emotion focused, and preventive. In an action research project during student teaching, the teacher implemented a problem-focused coping strategy. A reflective review discusses…

Responses of 120 elementary school, middle school, high school, and community college teachers support the notion that the nature of the organization in which one works as well as the surrounding community are major influences on the extent to which educator plateauing (feelings of stagnation and sameness) is experienced. (SLD)

A study compared 100 Norwegian teachers with a matched group of non-teachers who were attending a four-week vocational rehabilitation program on work environment, family relations, health, personal economy, and leisure-time activity. Teachers scored significantly lower than nonteachers on the family relations axis and on a sum score of all…

Fifteen reasons are offered for limiting the length of college trustees' terms. They focus on safeguarding integrity, fairness, enhancement of productivity and performance, increasing diversity of trustee qualifications and perspectives, limiting personal relationships between board members and staff, promotion of renewal and continuing trustee…

A veteran teacher now teaching undergraduate education majors recounts the many stresses that contribute to teacher burnout. She proposes new teachers' dinners, Internet teacher-support systems, and mentor programs, concluding that veteran teachers will benefit as much as will new teachers. She calls on the Foxfire network of teachers to promote…

A study of 173 Australian residential workers found significant associations between burnout and some demographic variables such as practice of religion and with time and effort expended on the job. Low burnout scores were associated with some features of the work situation such as job satisfaction and with relationship status. (Author/CR)

A study of stress in 120 rural teachers in Whatcom County, Washington, revealed that time management issues were listed most frequently as the highest stress factor, followed by lack of administrative support, poor student motivation, and discipline. Salary levels and violence toward teachers were insignificant. Includes teachers' predictions of…

A survey of 1,576 Florida special-education teachers examined factors that contribute to their propensity to leave or stay in the special education classroom or transfer to a new school. Teachers left special education teaching primarily due to insufficient certification, perceptions of high stress, and perceptions of poor school climate.…

This article reflects on the Kentucky Teacher Internship Program, a program that provides first-year early childhood educators support and assistance from a team of resource teachers, principals, and teacher educators through a year-long supervised internship. It discusses teacher attrition and the need to address issues of teachers' pay and…