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Reducing Teacher Burnout by Increasing Student Engagement: A Children's Rights Approach

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Title: Reducing Teacher Burnout by Increasing Student Engagement: A Children's Rights Approach
Language: English
Authors: Covell, Katherine, McNeil, Justin K., Howe, R. Brian
Source: School Psychology International. 2009 30(3):282-290.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 9
Publication Date: 2009
Intended Audience: Teachers
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Foreign Countries, Behavior Problems, Student Participation, Predictor Variables, Teacher Burnout, Childrens Rights
Geographic Terms: United Kingdom (England)
Assessment and Survey Identifiers: Maslach Burnout Inventory
DOI: 10.1177/0143034309106496
ISSN: 0143-0343
Abstract: Teacher burnout has long been understood to have significant negative effects on teaching efficacy. Research has indicated that student misbehaviour, often a result of disengagement, is a major predictor of teacher burnout. In part to address student disengagement, Hampshire County in England has undertaken a whole-school rights-based reform initiative called "Rights, Respect and Responsibility" (RRR). This study was designed to examine the effects of RRR on student engagement and teacher burnout over a three-year period. The sample initially comprised a total of 15 schools (four infant, five primary and six junior) and 127 teachers. At the second time of measure, one year later, the sample was reduced to 69 teachers from 13 of the schools. At both times teachers completed the following measures: the Maslach Burnout Inventory, the perceived effect of RRR on teaching, and student engagement. In the third year of the study we obtained data on the Maslach Burnout Inventory from 100 teachers at 12 of the schools. Findings suggest that RRR can improve student engagement and reduce teacher burnout. Of particular note was the predictive power of student participation in the classroom and school in reducing teacher burnout. (Contains 1 table and 1 note.)
Abstractor: As Provided
Number of References: 18
Entry Date: 2009
Accession Number: EJ843546
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22School+Psychology+International%22"><i>School Psychology International</i></searchLink>. 2009 30(3):282-290.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Teacher burnout has long been understood to have significant negative effects on teaching efficacy. Research has indicated that student misbehaviour, often a result of disengagement, is a major predictor of teacher burnout. In part to address student disengagement, Hampshire County in England has undertaken a whole-school rights-based reform initiative called "Rights, Respect and Responsibility" (RRR). This study was designed to examine the effects of RRR on student engagement and teacher burnout over a three-year period. The sample initially comprised a total of 15 schools (four infant, five primary and six junior) and 127 teachers. At the second time of measure, one year later, the sample was reduced to 69 teachers from 13 of the schools. At both times teachers completed the following measures: the Maslach Burnout Inventory, the perceived effect of RRR on teaching, and student engagement. In the third year of the study we obtained data on the Maslach Burnout Inventory from 100 teachers at 12 of the schools. Findings suggest that RRR can improve student engagement and reduce teacher burnout. Of particular note was the predictive power of student participation in the classroom and school in reducing teacher burnout. (Contains 1 table and 1 note.)
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