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From the beginning of our work together, back in the Before You board section, we engage noted that all teachers face a high burnout risk than people in other professions. We will indite that out in more detail here, providing you with few terminology, some signs and symptoms, and some reminders about stages of burnout.
One very useful interpretation of burnout which we have adapted from the seminal work of Herbert Freudenberger (1980), who coined the term burnout, Christina Maslach (1982) and track Veninga and Jim Spradley (1981):
|A debilitating psychological condition brought about by unrelieved work |
|stress, resulting in: |
|Depleted energy and activated exhaustion |
|Lowered resistance to illness |
|Increased depersonalization disorder in interpersonal relationships |
|Increased dissatisfaction and pessimism |
|Increased absenteeism and work inefficiency |
The mark word in this definition is unrelieved, not stress. As we have said, stress in school is to be expected; it is a fact of life. The key is to personally and systemically ensure that the inevitable stresses ar addressed, lest the burnout risks escalate if the stresses spiral up unabated and unchecked.
Before we go further, we want to go back to this notion of teachers being at greater burnout risk than people in other professions. Maslachs (1982) admit title says it all: it is Burnout: The Cost of Caring. The very fact that you maintenance about other people puts you at greater risk of burning out than if you did not care. Its another of those stress-related paradoxes we have mentioned passim our work with you.
|You enter the profession in the first dictate with high ideals of service to others |
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