Drawn to the Flame
Teachers’ Stories of Burnout
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- Description
- Contents
- About
Teacher attrition and burnout have been researched in school districts all over the country for several decades. Characterised by physical and psychological exhaustion, cynicism (as an interpersonal and emotional indication of built-up aggression), and a sense of helplessness and low self-efficacy, burnout can lead to anxiety, depression, diminished job performance, absenteeism, and attrition.
Drawn to the Flame investigates incidences of burnout and burnout avoidance among educators in both K-12 and higher education spheres during the COVID-19 pandemic – a period that saw an intensification and increased frequency of polarizing sociocultural and socio-political conditions, resulting in psychosocial and emotional strain among those invested in education. Through narrative inquiry, the chapters present the stories of teachers in a variety of settings (e.g. urban, suburban, rural) and sociological conditions (economic, racial, sex/gender), who experienced first-hand the impact of the pandemic and the chaotic transition to remote learning, the impact of the U.S. Immigration and Customs Enforcement (ICE) and racial strife, on students and curricular planning processes.
Foreword; Cheryl J. Craig
- Introduction: The Burning Out of Teachers and Administrators in Public Education; Erin A. Singer, Matthew J. Etchells, and Cheryl J. Craig
- Chapter 1. Radically Healing or Burned Out: Experiences among Black Teachers; John A. Williams III, Maiya Turner, Alexes Terry, DaJuana C. Fontenot, and Sonyia C. Richardson
- Chapter 2. A Narrative Inquiry Investigating Teacher Burnout at a Bronx New York Middle School in 2020; Peter Scaramuzzo, Julia E. Calabrese, and Cheryl. J. Craig
- Chapter 3. Leaving So Soon? Reality Shock Among Novice Teachers; Karen McIntush and Karla Garza
- Chapter 4. Not Picture Perfect: The Storied Lives of Art Teachers in Urban America; Lobat Asadi
- Chapter 5. Resilience and Persistence in the Face of Burnout; Erin A. Singer, Natasha Epps, and Margaret DeJesus
- Chapter 6. Who Wants to be a Teacher in the Face of These Anti-queer Laws?" Burnout Perspective from a Gay Educator; Michael Bartone
- Chapter 7. Parallel Stories of Publicly Imagined and Personally Lived PE Teacher Identity Reconstruction in the Time of COVID-19; HyeSeung Lee
- Chapter 8. Multilevel Approaches to Mitigate Burnout in Education; Eleanor Su-Keene
- Chapter 9. Analyzing Teacher Burnout Through Principal Leadership Behaviors; Elsa Villarreal
- Chapter 10. Chocolates or Tissues: Mitigating Momentary Burnout; Christopher Benedetti
- Chapter 11. Identity Flux: Educator Narratives in the Face of Burnout; Jordan Donop, Tamra Walderon, and Matthew J. Etchells
- Chapter 12. When Passion Isn’t Enough; Deja Bailey and Matthew J. Etchells
- Final Thoughts; Erin A. Singer, Matthew J. Etchells, and Cheryl J. Craig
- Afterword; Cheryl J. Craig
Erin A. Singer is the Lead Coordinator for Project MOOPIL (Massive Open Online Professional Individualized Learning) at the Education Leadership Research Center, Texas A&M University, USA.
Matthew J. Etchells is the Director of Education Outreach and International Partnerships, Education Leadership Research Center (ELRC) & Center for Research and Development in Dual Language and Literacy Acquisition (CRDLLA), Texas A&M University, USA.
Cheryl J. Craig is a Professor and the Houston Endowment Endowed Chair in Urban Education in the Department of Teaching, Learning and Culture in the College of Education and Human Development, Texas A&M University, USA.