Burnout among beginning teachers

被引：0

作者：

Senechal, Carole ^{[1
]}

Boudrias, Jean-Sebastien ^{[2
]}

Brunet, Luc ^{[2
]}

Savoie, Andre ^{[2
]}

机构：

[1] Univ Ottawa, Fac Educ, Ottawa, ON K1N 6N5, Canada

[2] Univ Montreal, Dept Psychol, Fac Arts & Sci, Montreal, PQ H3C 3J7, Canada

来源：

PSYCHOLOGIE DU TRAVAIL ET DES ORGANISATIONS | 2008年 / 14卷 / 04期

关键词：

burnout; beginning teachers; professional integration; drop out;

D O I：

10.1016/S1420-2530(16)30195-9

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

In the literature on the professional integration of teachers burnout is often invoked to at least partially explain the high percentage of those quitting the profession after a five-year practice or less. Teachers' burnout implies emotional distress, viewing pupils as "things" (instead of as human beings), and being unsure of one's teaching abilities. While this not always leads to quit teaching, victims of burnout can hardly escape pessimism and cynicism about their profession. This paper is made up of two parts: 1) a discussion of teachers' burnout; 2) some suggestions for keeping teachers on the job.

引用

页码：311 / 320

页数：10

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