by Yiu-kee Chan. / Thesis (M.S.S.)--Chinese University of Hong Kong, 1990. / Bibliography: leaves 46-58. / ABSTRACT --- p.ii / ACKNOWLEDGMENT --- p.iii / TABLE OF CONTENTS --- p.iv / LIST OF TABLES --- p.V / LIST OF APPENDICES --- p.vi / Chapter CHAPTER I - --- INTRODUCTION --- p.1 / Chapter CHAPTER II - --- METHOD --- p.15 / Subjects --- p.15 / Instruments --- p.18 / Procedures --- p.21 / Chapter CHAPTER III - --- RESULTS --- p.22 / Demographic Variables --- p.22 / Analyses of Variance --- p.27 / Intercorrelations --- p.28 / Multiple Regression Analyses --- p.33 / Chapter CHAPTER IV - --- DISCUSSION --- p.38 / REFERENCES --- p.46 / APPENDICES --- p.59

Over the last decade there have been sharp increases in recorded levels of occupational stress. Reports of the growing incidence of stress-related illness within the teaching profession continue, the numbers of teachers pursuing litigation to secure compensation for injury to health increasing. Based on qualitative empirical data gathered from indepth longitudinal interviews guided by humanist counselling frameworks, this study focuses on the phenomenological experiences of 21 secondary school teachers (and their tmilies) diagnosed as suffering stress-related illness. It shows how stress cascaded through school systems from government directives to the chalkface, and on into family systems, leading, in some cases, to finally burnout. Analysis through the sociology and psychology of emotion emphasises the central position of emotions in the aetiology of stress-related illness. This research shows that emotions are social processes, playing a vital role as communicators both to the self and to others. Emotional climates within schools and the home, individual and organisational emotional competencies, emotional labouring, emotion management and emotion rules were key themes contributing to the experience of stress-related illness. This study finally deals with the struggle for survival and identity reconstruction processes within the self-renewal journey. Some teachers, profoundly damaged by the experience of stress, were unable to return to the teaching world. Some emerged with a renewed and strengthened sense of self. Implications are drawn regarding student achievement, individual and collective emotional literacy, and the retention, training and professional development of teachers.

El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado. / Cartas al editor / Revisión por pares

The future of South Africa depends largely on the type of education that it offers. If the quality of education is good, the quality of the workforce will be good. For any education system to be of good a quality, quality presenters, i.e. teachers, must present it. But with the constantly changing organisational and educational environment, the well-being of these teachers is under serious threat. The whole system of transformation causes teachers to be uncertain of their jobs, which leads to high stress levels. Constant stress may lead to sicknesses which in turn may lead to increased rates of illness and decreased levels of job satisfaction and job performance. Chronically high stress levels may eventually lead to burnout, rendering teachers unable to do their jobs and causing them to quit their profession. The prevention of burnout could save the education department substantial amounts of money and time, but there is a lack of empirical research regarding burnout among teachers in South Africa. The present research in the Northern Free State is a first step in studying burnout among teachers in this province. In this regard, it is important to use a reliable and valid instrument to measure burnout. The validation of such a measuring instrument formed the first objective of this study. Furthermore it was also investigated if there are any relationship between biographical variables and burnout, and whether differences exist regarding burnout for different demographical groups. The research method consisted of a brief literature review and an empirical study. A crosssectional survey design was used. Random samples (N = 469) were taken from teachers in the Goldfields district of the Northern Free State. An adapted version of the Maslach Burnout Inventory and a biographical questionnaire were administered. A three-factor structure of burnout was confirmed in this study. It was also found that a model incorporating Depersonalisation fitted the data better than one of Cynicism. Differences regarding burnout were found in respect of marital status, intentions of quitting, perceptions of availability of equipment and skills, knowledge and abilities. By way of conclusion, recommendations for future research are made. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

Introduction: Burnout is a familiar term for today’s health care professionals with emotional, psychological, physical, and social consequences for those who experience it. It leads to job dissatisfaction, low organizational commitment, absenteeism, as well as inter personal conflict in teams and patient care. Objectives: This mixed methods study has 3 objectives: 1. To determine the levels of burnout being experienced by a sample of occupational therapists practicing in Ontario. 2. To describe the practice issues faced by participants in their day-to-day work and 3. To describe the coping strategies participants employ to maintain their practice. Methods: A concurrent embedded mixed methods research design was used. The mixed methods design collected quantitative and qualitative data. In the first phase, 63 participants completed a survey, which collected demographic information, responses on Maslach Burnout Inventory-General Survey and Areas of Worklife Survey, and their use of coping strategies. In the second phase, focus groups and interviews with 7 occupational therapists were conducted to learn about practice issues, and coping strategies used to address the identified demands. Results: 34.8% of the participants reported high levels of emotional exhaustion, 43.5% of the participants reported high levels of cynicism and 24.6 % report low professional efficacy. Unmanageable workload predicted 29.9% of the variance in emotional exhaustion. Rewards predict 15.5% of the variance in professional efficacy. Demands on time, lack of autonomy, lack of respect and conflict were identified as practice issues participants grapple with on a daily basis. Spending time with spouse/partner/family, maintaining balance between professional and personal lives, maintaining sense of control over work responsibilities and maintaining sense of humor were rated highly by participants as coping strategies they utilize to maintain their practice. Maintaining self awareness / self monitoring, focusing on satisfying aspects of work, importance of workplace/home community and boundaries emerged as additional coping strategies from the focus groups and interviews. Conclusion: This study contributes to understanding the practice challenges for occupational therapists in the contemporary healthcare arena. It provides valuable insights into factors that contribute to therapist burnout and strategies they employ to maintain competent practice. / Thesis (Master, Rehabilitation Science) -- Queen's University, 2010-09-22 12:12:20.009

The future of South Africa depends largely on the type of education that it offers. If the quality of education is good, the quality of the workforce will be good. For any education system to be of good a quality, quality presenters, i.e. teachers, must present it. But with the constantly changing organisational and educational environment, the well-being of these teachers is under serious threat. The whole system of transformation causes teachers to be uncertain of their jobs, which leads to high stress levels. Constant stress may lead to sicknesses which in turn may lead to increased rates of illness and decreased levels of job satisfaction and job performance. Chronically high stress levels may eventually lead to burnout, rendering teachers unable to do their jobs and causing them to quit their profession. The prevention of burnout could save the education department substantial amounts of money and time, but there is a lack of empirical research regarding burnout among teachers in South Africa. The present research in the Northern Free State is a first step in studying burnout among teachers in this province. In this regard, it is important to use a reliable and valid instrument to measure burnout. The validation of such a measuring instrument formed the first objective of this study. Furthermore it was also investigated if there are any relationship between biographical variables and burnout, and whether differences exist regarding burnout for different demographical groups. The research method consisted of a brief literature review and an empirical study. A crosssectional survey design was used. Random samples (N = 469) were taken from teachers in the Goldfields district of the Northern Free State. An adapted version of the Maslach Burnout Inventory and a biographical questionnaire were administered. A three-factor structure of burnout was confirmed in this study. It was also found that a model incorporating Depersonalisation fitted the data better than one of Cynicism. Differences regarding burnout were found in respect of marital status, intentions of quitting, perceptions of availability of equipment and skills, knowledge and abilities. By way of conclusion, recommendations for future research are made. / Thesis (M.Com. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.

No description available.

Proefschrift Universiteit van Amsterdam. / Met bibliogr., lit. opg. - Met samenvatting in het Nederlands.

Proefschrift Universiteit van Amsterdam. / Rugtitel: Burnout bij fysiotherapeuten. Met lit. opg. - Met samenvatting in het Engels.

Proefschrift Universiteit van Amsterdam. / Auteursnaam op omslag: Will. J.G. Evers. Met bibliogr., lit. opg. - Met samenvatting in het Nederlands.