Book contents
- Frontmatter
- Contents
- Contributors
- List of Figures
- List of Tables
- Foreword
- Introduction: Burnout and the Teaching Profession
- PART ONE TEACHER BURNOUT: A CRITICAL REVIEW AND SYNTHESIS
- 1 The Nomological Network of Teacher Burnout: A Literature Review and Empirically Validated Model
- 2 Stress and Burnout in the Teaching Profession: European Studies, Issues, and Research Perspectives
- 3 Teacher Stress in a Time of Reform
- 4 Teacher Burnout: A Critical Challenge for Leaders of Restructuring Schools
- 5 Intensification and Stress in Teaching
- 6 Reframing Teacher Burnout in the Context of School Reform and Teacher Development in the United States
- PART TWO TEACHER BURNOUT: PERSPECTIVES AND REMEDIES
- PART THREE TEACHER BURNOUT: A RESEARCH AND INTERVENTION AGENDA
- References
- Index
5 - Intensification and Stress in Teaching
Published online by Cambridge University Press: 06 January 2010
- Frontmatter
- Contents
- Contributors
- List of Figures
- List of Tables
- Foreword
- Introduction: Burnout and the Teaching Profession
- PART ONE TEACHER BURNOUT: A CRITICAL REVIEW AND SYNTHESIS
- 1 The Nomological Network of Teacher Burnout: A Literature Review and Empirically Validated Model
- 2 Stress and Burnout in the Teaching Profession: European Studies, Issues, and Research Perspectives
- 3 Teacher Stress in a Time of Reform
- 4 Teacher Burnout: A Critical Challenge for Leaders of Restructuring Schools
- 5 Intensification and Stress in Teaching
- 6 Reframing Teacher Burnout in the Context of School Reform and Teacher Development in the United States
- PART TWO TEACHER BURNOUT: PERSPECTIVES AND REMEDIES
- PART THREE TEACHER BURNOUT: A RESEARCH AND INTERVENTION AGENDA
- References
- Index
Summary
A Sociological Perspective on Teacher Stress
Teaching is generally reported to be a very stressful occupation (Borg and Riding, 1991b; Borg, Riding, and Falzon, 1991; Galloway, Panckhurst, Boswell, Boswell, and Green, 1987; Kyriacou and Sutcliffe, 1977b, 1978a, 1979; Laughlin, 1984; Solman and Feld, 1989). In recent years, in some parts of the world at least, the problem seems to have grown worse (Manthei and Gilmore, 1994). This fact in itself suggests, as Durkheim (1970) showed with regard to suicide, that stress is as much a social and historical issue as it is a psychological one. It is, in short, a multilevel and multidimensional phenomenon, requiring a number of theories of different kinds for full comprehension rather than one all-embracing theory or model. In this chapter, I examine some of the sociological factors behind the increases at micro, meso, and macro levels. The micro refers to social factors within the teacher's biography and person; the meso is related to institutional and other middle-range factors; the macro deals with wider forces deriving from global trends and government policy. The interaction between the three is the field on which teacher experiences are played out.
To study this interaction, I bring together two approaches that I believe have particular relevance: interactionism and some recent formulations about “deprofessionalization” and “intensification” of teachers' work derived from theories of the labor process.
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- Understanding and Preventing Teacher BurnoutA Sourcebook of International Research and Practice, pp. 115 - 138Publisher: Cambridge University PressPrint publication year: 1999
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