Open AccessEnhancement of the School Climate by Reducing Teacher Burnou
Author(s) -
Lynette M Y Trent
Publication year - 2022
Publication title -
journal of invitational theory and practice
Language(s) - English
Resource type - Journals
ISSN - 1060-6041
DOI - 10.26522/jitp.v4i2.3887
Subject(s) - burnout , feeling , intervention (counseling) , psychology , school climate , foundation (evidence) , applied psychology , social psychology , pedagogy , clinical psychology , political science , psychiatry , law
Teacher burnout involves the feelings of failure andexhaustion resulting from excessive demands on a person'senergy with insufficient reward for the effort. Teacher burnouthas serious consequences for the individual, the school andstudents. For the individual, this can involve physical,psychological and/or behavioural symptoms, loss of motivation,decreased self-esteem and ultimately loss to the teachingprofession. This article outlines the objectives and the rationaleof a pilot intervention program which was implemented in aschool in the Sydney urban area (N.S.W., Australia) to respond toteacher burnout. The purpose of this intervention program was toaddress the causes of burnout and implement strategies to assistin the reduction and ultimate prevention of burnout usinginvitational theory as a foundation to create a better schoolclimate.