Literature review
This chapter presents a review of current quantitative researches on teachers’ burnout and attrition rate. Studies show that the current attrition rate for the entire teachers’ population is 35% high (Struvyven& Vanthournout, 2014). Ingersoll, Merrill & Stuckey (2014) study analyzing the transformation of the American teaching forces found that the teaching force is increasingly less stable as the statistics on annual teacher attrition from 1988-1989 to 2008-2009 reveals that attrition rate increased by 41% from 6.4% to 9%. The attrition represents those leaving teaching profession completely and those moving to another school or district. Data collected reveals that in 2004-2005, 45% of the public school attrition occurred …show more content…
The researchers set out to study context factors associated with teacher’s burnout and examine the role of teaching experience, age, and gender in teacher burnout a sample of 120 teachers drawn from secondary and EFL institutes in Iran. The participants were given the “Maslach Burnout Inventory” questionnaire to examine the above named relationships. The results from the study found that teachers in secondary schools scored high burnout levels (M = 80.81, SD = 2.26) compared to those in EFL institutions (M 58.31, SD =2.87). In relation to the correlation between teacher burnout, teaching experience, age, and gender, the study found that teacher burnout was positively correlated to teaching experience and age. The researchers found highest correlation between burnout and teaching experience, and lowest between depersonalization and age, as well as, depersonalization and teaching experience (Soroor, Afsaneh & Zargham, 2015, p. 18). The study found no significance difference between teacher burnout and gender in two dimension s emotional exhaustion and personal accomplishment, but it found a significant difference between depersonalization dimension of burnout and gender. This …show more content…
Lack of support from administration causes burnout that explains for high teachers’ attrition rate. Contextual factors are lack of administrative support while personal factors were low salary and high qualification. Study results from the Spearman’s rho correlation revealed negative correlation between teaching experience and teachers leaving teaching in search for upward mobility and improved remuneration. Therefore, teachers with less teaching experience are more likely to leave the profession to look for upward mobility and better financial rewards in other occupations. Another study by Clandinin et al. (2015) study found that working environment was man factor for early career teachers’ intention to leave the profession. Using 40 participants drawn from early career teachers in post-secondary schools in Alberta, the researchers found that 54% of participants who had received school support were uncertain of staying in the teaching profession. Nevertheless, 37.5% who felt supported by the school were certain of staying in the profession (Clandinin et al., 2015, p. 6). All seven participants not supported by their school were certain of leaving school environment. Without support at school, even those with their home
This chapter presents a review of current quantitative researches on teachers’ burnout and attrition rate. Studies show that the current attrition rate for the entire teachers’ population is 35% high (Struvyven& Vanthournout, 2014). Ingersoll, Merrill & Stuckey (2014) study analyzing the transformation of the American teaching forces found that the teaching force is increasingly less stable as the statistics on annual teacher attrition from 1988-1989 to 2008-2009 reveals that attrition rate increased by 41% from 6.4% to 9%. The attrition represents those leaving teaching profession completely and those moving to another school or district. Data collected reveals that in 2004-2005, 45% of the public school attrition occurred …show more content…
The researchers set out to study context factors associated with teacher’s burnout and examine the role of teaching experience, age, and gender in teacher burnout a sample of 120 teachers drawn from secondary and EFL institutes in Iran. The participants were given the “Maslach Burnout Inventory” questionnaire to examine the above named relationships. The results from the study found that teachers in secondary schools scored high burnout levels (M = 80.81, SD = 2.26) compared to those in EFL institutions (M 58.31, SD =2.87). In relation to the correlation between teacher burnout, teaching experience, age, and gender, the study found that teacher burnout was positively correlated to teaching experience and age. The researchers found highest correlation between burnout and teaching experience, and lowest between depersonalization and age, as well as, depersonalization and teaching experience (Soroor, Afsaneh & Zargham, 2015, p. 18). The study found no significance difference between teacher burnout and gender in two dimension s emotional exhaustion and personal accomplishment, but it found a significant difference between depersonalization dimension of burnout and gender. This …show more content…
Lack of support from administration causes burnout that explains for high teachers’ attrition rate. Contextual factors are lack of administrative support while personal factors were low salary and high qualification. Study results from the Spearman’s rho correlation revealed negative correlation between teaching experience and teachers leaving teaching in search for upward mobility and improved remuneration. Therefore, teachers with less teaching experience are more likely to leave the profession to look for upward mobility and better financial rewards in other occupations. Another study by Clandinin et al. (2015) study found that working environment was man factor for early career teachers’ intention to leave the profession. Using 40 participants drawn from early career teachers in post-secondary schools in Alberta, the researchers found that 54% of participants who had received school support were uncertain of staying in the teaching profession. Nevertheless, 37.5% who felt supported by the school were certain of staying in the profession (Clandinin et al., 2015, p. 6). All seven participants not supported by their school were certain of leaving school environment. Without support at school, even those with their home