Are beginning teachers with a second degree at a higher risk of early career burnout?

Goddard, Richard and O'Brien, Patrick (2004) Are beginning teachers with a second degree at a higher risk of early career burnout? Australian Journal of Teacher Education, 29 (1). pp. 31-40. ISSN 0313-5373

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Abstract

This study investigated the impact that holding a second university degree has on levels of burnout that is reported by beginning teachers during their first year of employment. This research formed part of an ongoing investigation that aims to identify important elements relating to teacher well-being during the transition from university to a teaching career. One hundred and twenty three teachers responded to a mail survey six weeks after they commenced full-time teaching (T1) and again six months later (T2). On both occasions the survey included the Educators Survey version of the Maslach Burnout Inventory (MBI: Maslach, Jackson, & Leiter, 1996). Forty five percent of respondents indicated that they held a second university degree in addition to their Bachelor of Education qualification when they registered as a teacher.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Published version deposited with blanket permission of publisher.
Depositing User: Dr Patrick O'Brien
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 11 Oct 2007 01:23
Last Modified: 08 Nov 2013 00:16
Uncontrolled Keywords: beginning teacher; new teachers; burnout; qualifications
Fields of Research (FOR2008): 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
16 Studies in Human Society > 1608 Sociology > 160809 Sociology of Education
17 Psychology and Cognitive Sciences > 1701 Psychology > 170107 Industrial and Organisational Psychology
Socio-Economic Objective (SEO2008): C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
URI: http://eprints.usq.edu.au/id/eprint/3337

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