DOI
https://doi.org/10.14305/jn.19440413.2020.13.1.04
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.
Recommended Citation
Coyle, T., Miller, E. V., & Rivera Cotto, C. (2020). Burnout: Why are teacher educators reaching their limits?. Excelsior: Leadership in Teaching and Learning, 13(1). https://doi.org/10.14305/jn.19440413.2020.13.1.04 CCBY.
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Curriculum and Instruction Commons, Scholarship of Teaching and Learning Commons, Teacher Education and Professional Development Commons
