Middle School Teachers, Burnout, Age and Race/Ethnicity
Burnout has been described as a state of fatigue or frustration brought about by an individual's devotion to a cause or way of life (or profession) that has failed to meet expectations (Vredenburgh, Carlozzi, & Stein, 1999). It further represents a state in which individuals expect little reward and compensation along with considerable punishment from work because of a lack of valued reinforcement, controllable outcomes, or personal competence (Vredenburgh, et al, 1999). The problem is viewed as significant in a number of fields, especially in education, where research suggests that many teachers leave the profession within a few years of entering (Betancourt-Smith, 1994).
The purpose of the proposed research study is to examine the issue of teacher burnout in a sample of public Middle School teachers and to consider the question of how (and whether) teachers' age and race or ethnicity are related to burnout. Betancourt-Smith (1994) examined the attrition of minority and nonminority teachers at-risk for burnout and found that minority teachers were particularly at-risk, but that other variables (e.g., age, perceived administrative support, marital status, socioeconomic class) also impact upon the risk status of teachers and burnout profiles.
Friedman (1993) also studied this issue, and found that younger as opposed to older teachers tend to experience burnout at a level sufficient to motivate leaving the profession. Thus, the study is significant in that it can contribute to understanding of how specific variables or characteristics impact upon burnout.
The research hypotheses are stated as follows:
Hypothesis 1: Minority teachers are more likely to
experience burnout and contemplate an exit from the
profession than nonminority teachers.
Hypothesis 2: Younger teachers with less classroom
experience or time on the job are more likely to
exper...