“Teacher Burnout Is One of My Greatest Fears”: Interrupting a Narrative on Fire

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dc.contributor.authorWilliams, Emily P.
dc.contributor.authorTingle, Elizabeth
dc.contributor.authorMorhun, Janelle
dc.contributor.authorVos, Sally
dc.contributor.authorMurray, Kerri
dc.contributor.authorGereluk, Dianne
dc.contributor.authorRussell-Mayhew, Shelly
dc.date.accessioned2024-06-07T21:18:45Z
dc.date.available2024-06-07T21:18:45Z
dc.date.issued2022-07-06
dc.descriptionWilliams, E., Tingle, E., Morhun, J., Vos, S., Murray, K., Gereluk, D., & Russell-Mayhew, S. (2022). “Teacher Burnout Is One of My Greatest Fears”: Interrupting a Narrative on Fire. Canadian Journal of Education/Revue Canadienne De l’éducation, 45(2), 428–453.
dc.description.abstractTeacher burnout is often positioned as a common result of the complex demands of the teaching profession (García-Carmona et al., 2019). While there is no denying the demanding nature of teaching, in this article we present an alternative perspective on the widespread burnout discussion that distinguishes between burnout and the complexities of teacher attrition, and offer a more hopeful and strengths-based approach to the teaching profession. In a qualitative study that analyzed the anticipatory beliefs that pre-service teachers expressed in a reflective assignment for a course focused on Comprehensive School Health (CSH), we found evidence to suggest that the burnout narrative may threaten teacher candidates’ self-efficacy before entering the teaching profession. We call for a disruption to the overemphasis of burnout narratives in teacher education programs as they may undermine the profession.
dc.identifier.citationWilliams, E., Tingle, E., Morhun, J., Vos, S., Murray, K., Gereluk, D., & Russell-Mayhew, S. (2022). “Teacher Burnout Is One of My Greatest Fears”: Interrupting a Narrative on Fire. Canadian Journal of Education Revue Canadienne De l’éducation, 45(2), 428–453. https://doi.org/10.53967/cje-rce.v45i2.4919
dc.identifier.doihttps://doi.org/10.53967/cje-rce.v45i2.4919
dc.identifier.urihttps://hdl.handle.net/1880/118886
dc.language.isoenen
dc.publisherCanadian Society for the Study of Education
dc.publisher.facultyWerklund School of Educationen
dc.publisher.hasversionpublishedVersion
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.policyhttps://journals.sfu.ca/cje/index.php/cje-rce/about
dc.rights© 2022 Canadian Society for the Study of Education/Société canadienne pour l’étude de l’éducation Unless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectteachers
dc.subjectburnout
dc.subjectattrition
dc.subjectpre-service teachers
dc.subjectteacher education
dc.title“Teacher Burnout Is One of My Greatest Fears”: Interrupting a Narrative on Fire
dc.typeArticle
ucalgary.scholar.levelGraduate, Faculty
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