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2014 | 63 | 1 | 29-35
Tytuł artykułu

Burned Out Or Just Frustrated? Reasons Why Physical Education Teachers Leave Their Profession

Treść / Zawartość
Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
This work focuses on the reasons why physical education (PE) teachers leave their profession. The study included 80 individuals who decided to leave a teaching profession in 2013. A diagnostic poll method with the use of the QWL (Quality of Work Life) index was employed in the study. It was observed that there are usually a number of reasons why they give up their job, the most important being financial reasons. Their decision is influenced by the accumulation of professional and personal problems as well as their inability to solve them. The findings showed that teachers‘ departure from the profession is generally associated with the issue of burnout; however, financial reasons are most frequently ones that directly affect this decision.
Wydawca

Rocznik
Tom
63
Numer
1
Strony
29-35
Opis fizyczny
Daty
wydano
2014-09-01
online
2014-11-15
Twórcy
autor
  • University of Physical Education, Warsaw
Bibliografia
  • Babbie, E. (2001). The Practice of Social Research. Belmont: Wadsworth/Thomson Learning.
  • Cieśliński, R. (2005). Socio-professional situation of physical education teachers. Warszawa: AWF.
  • Kazimierowicz, M. (2012). Professional burnout of teachers - fiction or reality? Nowa Szkoła, 10, 26-31.
  • Krawczyk, Z. (1978). Graduates of universities of physical education. Social study of the profession. Warszawa: AWF.
  • Litzke, S.M. & Schuh H. (2005). Stress, Mobbing und Burn-out am Arbeitsplatz. Heidelberg: Springer-Verlag.
  • Louis, K.S. & Smith B. (1990). Teacher working conditions. In P. Reyes (Ed.), Teachers and their workplace: commitment, performance and productivity (pp. 23-47). Newberry Park: Sage.
  • Louis, K.S. & Smith B. (1991). Restructuring, teacher engagement and school culture: perspectives on school reform and the improvement of teacher‘s work. International Journal of Research, Policy and Practice, 2(1), 34-52.
  • Solomon, M., Worthy T. & Carter J. (1993). The interaction of school context and the role identity of first year teachers. Journal of Teaching in Physical Education, 12, 313-328.
  • Sparkes, A.C. & Templin T.J. (1992). Life histories and physical education teachers: exploring the meanings of marginality. In A.C. Sparkes (Ed.), Research in physical education and sport: exploring alternative visions (pp. 118-145). London: Falmer Press.
  • Tucholska, S. (2009). Professional burnout in teachers. Psychological analysis of the phenomenon and its conditionings. Lublin: Wydawnictwo KUL.
  • Whipp, P.R., Tan G. & Yeo P.T. (2007). Experienced physical education teachers reaching their use-by date: powerless and disrespected. Research Quarterly for Exercise and Sport, no. 78(5), 487
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.-psjd-doi-10_2478_pcssr-2014-0020
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