Resources for Research

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Resources for Research by Mind Map: Resources for Research

1. Teachers that engage in student-centered learning were more likely to experience less burnout in one study conducted (Cao, Postareff, Lindblom, Toom, 2018).

1.1. Less burnout in having students guide their learning

2. Teachers that are stressed out are more likely to be reactive than proactive, especially in the area of discipline (Braun, Roeser, Mashburn, Skinner, 2018).

2.1. Teachers will be more likely to discipline rather than work through situations with students?

2.1.1. Why are there situations to begin with? Is the day not as well planned out when the teacher is burnt out? Is the teacher just going through the motions at this point?

3. Burnout in teachers has been compared to the burnout rates of nurses and doctors. Nurses and teachers having the same level of burnout (Oberle, Gist, Coory, Pinto, 2020).

3.1. This one is crazy. How are teachers experiencing the same amount of burnout as someone who is getting paid twice their salary? Teachers work doesn't end when they leave the job like other professions do either. Teachers are encouraged to work while at home to create lesson plans, student activities, etc. There is less separation between work and home life. Especially for those that are working from home during the pandemic.

3.2. Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. (2019). Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions. Grantee Submission, 10, 245–255. Cao, Y., Postareff, L., Lindblom, S., & Toom, A. (2018). Teacher Educators’ Approaches to Teaching and the Nexus with Self-Efficacy and Burnout: Examples from Two Teachers’ Universities in China. Journal of Education for Teaching: International Research and Pedagogy, 44(4), 479–495 Oberle, E., Gist, A., Cooray, M. S., & Pinto, J. B. R. (2020). Do Students Notice Stress in Teachers? Associations between Classroom Teacher Burnout and Students’ Perceptions of Teacher Social-Emotional Competence. Psychology in the Schools, 57(11), 1741–1756.

4. Braun, S. S., Roeser, R. W., Mashburn, A. J., & Skinner, E. (2019). Middle School Teachers’ Mindfulness, Occupational Health and Well-Being, and the Quality of Teacher-Student Interactions. Grantee Submission, 10, 245–255. Cao, Y., Postareff, L., Lindblom, S., & Toom, A. (2018). Teacher Educators’ Approaches to Teaching and the Nexus with Self-Efficacy and Burnout: Examples from Two Teachers’ Universities in China. Journal of Education for Teaching: International Research and Pedagogy, 44(4), 479–495 Oberle, E., Gist, A., Cooray, M. S., & Pinto, J. B. R. (2020). Do Students Notice Stress in Teachers? Associations between Classroom Teacher Burnout and Students’ Perceptions of Teacher Social-Emotional Competence. Psychology in the Schools, 57(11), 1741–1756.