Describes the background, procedure, analysis, and results of a survey of 348 K-12 teachers in western Minnesota to identify indicators of teacher burnout such as stress and job-related unhappiness among respondents. Notes widespread dissatisfaction with teaching in small rural communities, especially among men and among teachers aged 41-50. (SB)

This book offers a research-based, practical approach to recognizing, managing, and preventing teacher burnout. It provides a description of the origins and symptoms of burnout and a personality profile of teachers who are most susceptible to burnout. Organizational issues and administrative roles that contribute to burnout are identified, along…

Focuses on the career development problems of student personnel administrators. Discusses psychological problems common in middle adult years. Examines problems associated with career change, burnout, and relocation. (RC)

An annotated bibliography is presented containing 28 citations of materials available in the ERIC database. Subjects covered are: (1) teaching conditions and the school environment; (2) fostering professionalism in teaching; (3) the school environment and staff development; and (4) involvement of schools, colleges, and departments of education in…

An inventory of public school teachers revealed a consensus of what they considered the primary sources of stress. As a result of the survey, a cooperative program of stress reduction was organized focusing on stress-producing problems and developing strategies to overcome them. (JD)

Although the problem of impaired professionals has been with us for as long as professionals have been so designated, this article considers potential harm to clients and the profession's obligation to monitor its members and provide appropriate rehabilitation. Definitions of distress and professional impairment are discussed, as are the…

Sometimes angry girls abuse the staff who seek to help them. Explores why maltreated girls may act abusively to their staff and provides strategies for professionals to avoid burnout and maintain a positive, therapeutic demeanor even in the face of challenging behavior. (LSR)

A literature review of teacher stress in Scotland found that hours worked by teachers have not changed significantly over the last decade, but the number of unpopular tasks over which teachers have little control has increased, resulting in increased stress. Being forced to implement mandated changes also increases teacher stress. (Contains 46…

Discusses three approaches to help teachers of alienated students ward off despair: (1) separating soluble from insoluble problems; (2) finding curriculum content that is interesting and involving to teachers and students; and (3) acknowledging within themselves some of the feelings and behaviors teachers find so appalling in their most difficult…

Notes the differences and similarities between the teaching of English and the teaching of journalism. Lists ideas from the Iowa Writing Project, a forum for the exchange and improvement of writing. (MS)

The extent to which sources of stress, coping resources, background variables, and different ways of coping determined teacher stress in the fall term was studied with 66 Finnish school teachers on 4 occasions. Results showed a clear accumulation of stress as the term advanced. (SLD)

Paper examines the enhancement of teacher preparation courses through augmenting field experiences to promote self- confidence and improve self-image, thus increasing the likelihood for professional satisfaction and reducing the incidence of burnout. Educators are cautioned that there can be drawbacks to increasing field experiences. (Author/SM)

The proposition that teacher perceptions of the fairness of their workloads are related to varying levels of commitment, job satisfaction, and morale was studied for 472 high school teachers. Results from the mail survey support the proposition. Implications for administrative practice are discussed. (SLD)

This study of 181 special education teachers found that job burnout levels were related to special education category, training background, and teachers' age. The typical special educator "at risk" is a younger teacher with undergraduate training who teaches in a resource room or classroom for students with behavior disorders. (Author/JDD)

A survey was administered to 76 special education teachers to determine reasons for their leaving the special education classroom. Significant factors in leaving special education were excessive paperwork, pupil load, inadequate resources, and lack of recognition and support. (Author/JDD)