The Effect of Student Misbehaviors on High School English Language Teachers’ Burnout
DOI:
https://doi.org/10.51242/SAKA-TJER.2020.1Keywords:
student misbehaviors, teacher burnout, stress, high school, English language teachingAbstract
The main purpose of the study is to identify particular student misbehaviors in English language courses in high schools that lead to English language teachers’ bournout. The data were collected through teacher interview and a questionnaire. The participants involved 12 teachers of English language in total who work at two different high schools. The study was conducted in two phases. In the first phase of the study, an open-ended interview was conducted with 4 teachers from the first high school. A content analysis was carried out in order to find out the misbehaviors teachers mentioned during the interviews. In the second phase of the study, a questionnaire including 12 misbehaviors that were mentioned by the first group of teachers was administered to 8 teachers from the second high school. These teachers were asked to rate the frequency of their burnout based on these misbehaviors. The correlational results revealed 9 specific misbehaviors that cause English language high school teachers feel burnout. The results indicated that certain misbehaviors in the classroom make high school English language teachers feel overwhelmed. It was concluded that particular student misbehaviors are common in English classes in high schools, and these misbehaviors can cause English language teachers lose their motivation.
Downloads
References
BEAMAN, Robyn, (2006), “Behavioural interactions in the secondary school between teachers and students: What they say, what they do”. Unpublished Dissertation, Macquarie University, Sydney, Australia.
BORG, Mark. G., RIDING, Richard. J. and FALZON, Joseph. M., (1991), “Stress in teaching: A study of occupational stress and its determinants, job satisfaction and career commitment among primary school teachers”. Educational Psychology, 11, pp. 59–75.
BYRNE, Barbara. M., (1994), “Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers”. American Educational Research Journal, 31, pp. 645-643.
CHAPLAIN, Roland, (2003), Teaching without disruption in the secondary school-A model for managing pupil behavior, Routledge Publication.
CLUNIES-ROSS, Penny, LITTLE, Emma, and KIENHUIS, Mandy, (2008), “Self-reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour”. Educational Psychology, 28(6), pp. 693-710.
FARBER, Barrey. A., (1991), Crisis in education: Stress and burnout in the American teacher, Jossey-Bass.
FRIEDMAN, Isaac. A., (1995), “Student behavior patterns contributing to teacher burnout”, Journal of Educational Research, 88, pp. 281-289.
FURNHAM, Adrian, (1997), The psychology of behavior at work: The individual in the organization, Psychology Press.
GODWIN, Karrie E., ALMEDA, Ma V., SELTMAN, Howard, KAI, Shimin, SKERBETZ, Mandi D., BAKER, Ryan S., and FISHER, Anna V., (2016), “Off-task behavior in elementary school children”, Learning and Instruction, 44, pp. 128-143.
HABERMAN, Martin, (2005), “Teacher burnout in black and white”, The New Educator, 1(3), pp. 153-175.
International Labour Organization (ILO). (1982), Employment and conditions of work of teachers, ILO.
JOSEPH, Russell, (2000), Stressfree teaching- A practical guide to tackling stress in teaching, lecturing and tutoring, Kogan Page.
KYRIACOU, Chris, (1998), “Teacher stress: Past and present”, Stress in teachers: Past, present and future (Eds. Jack Dunham and Ved Prakash Varma), Whurr Publishing, London, pp. 1-13.
LAUGHLIN, Alan, (1984), “Teacher stress in Australian setting: The role of biographical mediators”, Educational Studies, 10(1), pp. 7-22.
MANASSERO, Maria. Antonia, BUADES, Esther, Garcia, TORRENS, Gema, RAMIS, Carmen, VAZQUEZ, Angel, and FERRER, Victoria. A., (2006), “Teacher burnout: Attributional aspects”, Psychology in Spain, 10(1), pp. 66-74.
MERRETT, Frank, and WHELDALL, Kevin, (1986), “Observing pupils and teachers in classrooms (OPTIC): A behavioural observation schedule for use in schools”, Educational Psychology, 6, pp. 57-70.
MORSE, Janice. M., and NIEHAUS, Linda, (2016), Mixed method design: Principles and procedures, Routledge Publishing.
National Union of Teachers (NUT). (2000). Resolution on Teachers’ Stress and Workplace Bullying, Harrogate.
OTERO LÓPEZ Jose Manuel, SANTIAGO Maria J., GODÁS Agustin, CASTRO Cristina, VILLARDEFRANCOS Estibaliz, and PONTE Dolores, (2008), An integrative approach to burnout in secondary school teachers: Examining the role of students’ disruptive behavior and disciplinary issues, International Journal of Psychology and Psychological Therapy, 8, pp. 259-270.
PAYNE, Monica A., and FURNHAM, Adrian., (1987), Dimensions of occupational stress in West Indian secondary school teachers, British Journal of Educational Psychology, 57, pp. 141- 150.
PINES, Ayala. Malach, (2002), Teacher burnout: A psychodynamic existential perspective, Teachers and Teaching: Theory and Practice, 8(2), pp. 121-140.
ROFFEY, Sue, (2004), The new teacher’s survival guide to behavior, Paul Chapman Publishing.
WADSWORTH, Deborah, (2001), Why new teachers chose to teach, Educational Leadership, 58(8), pp. 24-28.
WHELDALL, Kevin, HOUGHTON, Stephen and MERRETT, Frank, (1989), Natural rates of teacher approval and disapproval in British secondary school classrooms, British Journal of Educational Psychology, 59, pp. 38-48.
