Professional Documents
Culture Documents
Literature Review
Eric Zachary
The attrition rate of beginning teachers is a persistent issue in the realm of public
education. Statistics show us that approximately ten percent of beginning teachers leave
after the first year, and around twenty percent will leave the profession before completing
five years (National Center for Educational Statistics, 2015). There are many factors that
contribute to this high level of turnover. Aloe, Amo, Shanahan (2013) suggest that
teacher burnout is a major contributor to the early departure of beginners from the
teaching field and explain that a leading cause of burnout can be attributed to poor
Aloe et al.’s (2013) summary article, reviewed sixteen studies comparing the
relationship of CMSE and the three dimensions of the Maslach Burnout Inventory (MBI).
Aloe et al. (2013) found that there were negative relationships between CMSE and
on the results of the review, the authors recommended greater emphasis on traditional
Hoglund, Klingle, and Hosan (2015) studied the levels of teacher burnout in high
needs elementary schools over the course of a school year. The authors conducted their
study using observation and surveying the teachers and students. Like Aloe et al. (2013),
teacher burnout was assessed based on the three levels of the MBI. The study focused on
two main areas: the relationship between burnout and classroom quality and the
relationship between burnout and teacher interaction with students that demonstrated
externalizing behaviors.
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Hoglund et al. (2015) describe classroom quality in a way that is similar to what
who are often disengaged and disruptive. The results of the study showed a greater
degree of teacher burnout in classrooms where there were more instances of externalized
behaviors. In relationship, the study also found that there were more cases of disruptive
behavior in classes that had lower classroom quality. This indicates that although teacher
burnout stems from dealing with difficult behaviors in the classroom, the difficult
behaviors were a direct result of poor management by the teacher. Hoglund et al. (2015)
suggest that schools should provide preservice and ongoing training to assist teachers
Martin, Sass, and Schmitt (2012) conducted a study to determine the relationship
leave the profession. Martin et al. (2012) describe a pattern that shows predictability in a
lack of interest, and poor performance lead to emotional exhaustion. The emotional
exhaustion led teachers to plan instruction that limits stressors and creates classroom
control through assignments and activities that are monotonous. This causes teacher
Brouwers and Tomic (1999) also studied the effects of perceived self-efficacy in
classroom management in relation to teacher burnout. The study revealed that poor
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classroom management is the first link in a chain that eventually leads to teacher burnout.
Teachers who ineffectively deal with classroom disruptions lose confidence in their
ability to manage their classrooms and often give up on trying to fix the problem. The
decreased feeling of self-efficacy causes teachers to doubt their ability to do their job.
and Tomic (1999) describe depersonalization as a negative attitude towards work and the
people with whom the worker interacts. Based on the result of the study, once teachers
have reached the depersonalization stage, they give up and often stop trying to solve the
problem.
Brouwers and Tomic (1999) offer more specific suggestions than some of the
other studies to reduce the effects of teacher burnout. In order to counteract the effects of
burnout, teachers must believe that they are able to make a positive impact. The authors
suggest that these teachers need to have experiences of success. This success may come
through providing strategic skills with training, providing positive feedback, and
practicing in a simulated environment. Once teachers feel a sense of mastery, and feel
more confident in their ability, they will be more apt to implement the classroom
There is a clear connection between CMSE and teacher burnout. These studies
provide insight as to the importance of a teacher’s ability to view his or her job as
relates to attrition allows for greater efforts to be made to prevent it. By better preparing
educators to manage their classrooms, progress can be made toward increased teacher
longevity.
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References
Aloe, A. M., Amo L. C., & Shanahan M. E. (2014). Classroom Management Self-
Review, 26,101-126.
Brouwers, A., & Tomic D. (2000). A Longitudinal study of teacher burnout and
Hoglund, W. L. G., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and
Martin, N., Sass D. A., & Schmitt, T. A. (2012). Teacher efficacy in student engagement,
U.S. Department of Education, National Center for Educational Statistics, (2015). Public School
TeacherAttrition and Mobility in the First Five Years: (NCES Publication No.