An analysis of teacher burnout in the American high school setting.
Written in 2007; 4,537 words; 16 sources; MLA; $ 118.95
Paper Summary:
The paper discusses how, in an increasingly multicultural society, keeping the curricula relevant and engaging for a wider range of student interests has become particularly challenging. The paper further discusses the need to keep pace with the requirements of the No Child Left Behind Act of 2001 which requires a certified teacher in every classroom by 2005. The paper examines how, to meet these federal requirements, some states have resorted to defining "highly qualified" teachers to include interns with emergency permits. The paper explores how this, combined with the overcrowded classrooms that are typical in many parts of the country, frequently cause burnout among high school teachers. The paper analyzes how these factors are playing out in North Carolina high schools.
Outline:
Introduction
Background and Overview
Causes of Burnout among High School Teachers
Coping Mechanisms used by High School Teachers
Conclusion
References
From the Paper:
"According to a study by Abbott and her colleagues ( 2004), "Urban schools suffer from far greater complications than rural or suburban schools. High teacher and student absenteeism, high teacher turnover, high numbers of uncertified teachers and great numbers of inexperienced teachers all contribute to stress of urban teachers. Urban teachers are also more likely than their suburban and rural counterparts to teach more students with fewer basic resources like books, blackboards and paper" (p. 5). Although the digital divide is narrowing and these trends may ultimately affect the nature of the classroom climate of the 21st century, it would be fair to say that these changes are not going to take place overnight and that most of these issues are going to continue to cause inordinately high rates of stress and eventual burnout among high school teachers."
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