Abstract
Burnout among our P-12 teachers has been well documented throughout the years. Yet, little research has been conducted into the burnout of higher education professionals in general. Lackritz (2004) found that emotional exhaustion is significantly and positively related to teaching load, grading, office hours, grant money, service time, and number of service activities. This research looks further into the variables that may impact burnout for higher education faculty, specifically in teacher education, seeking to answer the questions: Are teacher educators in NY experiencing stress/burnout? If so, what internal and/or external factors/conditions are contributing to their burnout? And are specific groups of teacher educators more at-risk for developing burnout more so than others. Survey results reveal that teacher educators have a very low to moderate chance of burnout, but experience many of the stressors that can lead to burnout. The findings build on and extend beyond Maslach, Schaufeli and Leiter’s (2001) framework which includes factors of workload, control, reward, community, fairness, and values.
Highlights
Burnout among our P-12 teachers has been well documented throughout the years
Overall burnout scores could fall on a 0 to 5.0 scale with lower burnout levels indicated by scores below 3.0 and higher burnout levels indicated by scores above 3.0
The participants average burnout subset scores for each of the six areas ranged from 3.68 to 3.35 with rewards (3.68), fairness (3.58), and values (3.51) having the highest average burnout subset scores and control (3.49), community (3.37), and workload (3.35) having the lowest average burnout subset scores. It appears that yes, some teacher educators in NY are experiencing stressors identified as contributing to burnout
Summary
Burnout among our P-12 teachers has been well documented throughout the years. Yet, little research has been conducted into the burnout of higher education professionals in general, and teacher educators . Lackritz (2004) found that emotional exhaustion is significantly and positively related to teaching load, grading, office hours, grant money, service time, and number of service activities. Over the years since Freudenberger first operationalized the term, researchers have refined and at times redefined “burnout.” For the purposes of this study we will use Maslach & Jackson’s (1986) definition of burnout which is, “Emotional exhaustion, feelings of being emotionally overextended and exhausted by one’s work; depersonalization, an unfeeling or impersonal response toward students; and a reduced sense of personal accomplishment, a loss of personal efficacy” (as cited in Hogan & Knight, 2007, p.119). Researchers have studied variables such as job satisfaction, job stress (workload, role conflict, and role ambiguity), job withdrawal (turnover, absenteeism), job expectations, relations with coworkers and supervisors (social support on the job), relations with clients, caseload, type of position and time in the job, agency policy, and so forth. A newer publication by Maslach and Schaufeli in 2017 continues their support for this hypothesis
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