Stress and Burnout in Suburban Teachers

Abstract

In order lo assess the sources and extent of satisfaction, stress, and burnout in suburban teachers, a group of teachers (n = 365) was administered a 65-item Likert-type Teacher Attitude Survey (TAS). Satisfaction consisted of experiences that make teachers feel sensitive to and involved with students as well as colleagues; stresses were related to excessive paperwork, unsuccessful administrative meetings, and the lack of advancement opportunities in teaching. Although the majority of teachers surveyed had not lessened their involvement in their work and were still committed to teaching, 20-25% appeared vulnerable to burnout, and 10-15% appeared to be already burned out. Most at risk were those at a certain age level t34-44) and those teaching at a junior high school level. Issues that were addressed with respect to burnout included teacher-administrator relationships and teachers’ perceived lack of a psychological sense of community.