A research proposal about whether teachers who work a full-year cycle burnout faster than those who work a regular cycle.
Written in 2006; 4,102 words; 6 sources; MLA; $ 110.95
Paper Summary:
This paper presents a proposal for the research question "Do teachers within a year-round school program with five years of experience face a higher 'burnout' rate than teachers within a 'traditional year' school program with five years experience?" Basing an experiment of this question between teachers of traditional year programs and teachers of year round programs the proposal wishes to provide useful information as to the stress level of year-round schooling versus that of the traditional program.
Outline
Introduction
Review of Literature
Research Abstract
Survey {Questionnaire} / Statistical Components
Final Results (Anticipated and Unanticipated Problems)
Bibliography
From the Paper:
"The potential of these research findings is to determine whether or not year-round schooling has effect on teacher 'burnout,' empirically, so that the weight of evidence forces upon the public a discourse to locate means of stress relief for these teachers, incidentally, making year round schooling acceptable to all in terms of low job-stress, ultimately provide our schools with less mentally burdened (stress) teachers who are vibrant and fresh, and enjoy the benefits of year round school without unacceptable levels of teacher stress and 'burnout.'
The agribusiness necessity of traditional-year schooling no longer exists, but the needs of children have become greater as each generation grows in capacity exponentially, and the stress level must be researched not only for the maintenance of our educational infrastructure (to ensure a successful abundance of year-round schooling), but also to find whether or not a significant problem in its design exists in the form of teacher 'burnout.'"
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