Abstract
Forty-six percent of the nation's teachers are expected to leave the profession by their fifth year in the classroom. In South Carolina, an average of 5,700 teachers per year leave the field of education. This translates to a yearly turnover rate of approximately 10.1% for the state. A recent mixed-methods study examined novice teachers' self-reported burnout levels. 101 first-year teachers (60%) from Palmetto School District (pseudonym) responded to an online survey that contained a demographic questionnaire and the Maslach Burnout Inventory. In addition, six first-year teachers agreed to be interviewed four times throughout the school year. In the quantitative phase, statistically significant differences in levels of burnout were found in three areas: school type (urban, suburban, or rural), mentor relationship, and instructional responsibilities. The qualitative phase revealed that these first-year teachers' burnout levels are impacted by their personal motivation to enter the profession, school administration, colleagues, students or parents, school report card status and many non-school stressors. Suggestions for Higher Education are included.
Recommended Citation
Ilagan, Daniel J.
(2011)
"First-Year Teacher Burnout: A Collaborative Approach to a Complex Problem,"
Teacher Education Journal of South Carolina: Vol. 4:
No.
1, Article 9.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol4/iss1/9