I spent my volunteer experience with Dr. Geis’ special needs classroom at County Elementary School; and throughout my participation, the most defining observation was that of the teachers and staff members. Naturally, some employees are better than others at fulfilling tasks. However, as time passed, I noticed that certain employees had difficulty starting each day fresh, free of the pressure and tension that may have accumulated from the previous day. I only volunteered a couple of times a week so my ability to wipe the slate clean was easier. Nevertheless, I can understand how taxing and repetitive the process can be for the full length of a school year. According to the National Commission on Teaching about, “one-third of all new
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The England conducted study consisted of one hundred elementary school teachers that participated in a questionnaire. More than 80 percent of the classroom teachers were female, and on average the teachers were 35 years of age with an educational experience of nine years. Over 30 schools participated in the research, which covered a wide range of demographics. The survey primarily focused on student behavior in the classroom and the burnout inventory. The Maslach Burnout Inventory (MBI) is designed to measure emotional exhaustion, depersonalization, and personal accomplishment; it is the leading method used to measure burnout (Mindgarden.com). A specific version of Maslach Burnout Inventory can be used to determine the condition of teachers and staff members in an educational setting. According to Hastings & Bham, “teachers are considered to be burnt out if they evidence feelings of emotional exhaustion, attitudes that tend to depersonalize students, and low levels of personal accomplishment in their work” (116). The results of the study indicate that while student misbehavior in the classroom greatly contributes to teacher burnout, it is not the sole contributing factor. In fact, there are a multitude of factors that contribute to high teacher turnover rate.
According to Hastings and Bham, “levels of emotional exhaustion and depersonalization burnout were slightly higher than teachers and teaching assistants in British special education contexts, but