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Causes leading Lebanese teachers to burnout. (c2014)

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dc.contributor.author El Helou, Maya Charles
dc.date.accessioned 2015-06-10T04:56:08Z
dc.date.available 2015-06-10T04:56:08Z
dc.date.issued 2015-06-10
dc.date.submitted 2014-10-10
dc.identifier.uri http://hdl.handle.net/10725/2012
dc.description Includes bibliographical references (leaves 98-102). en_US
dc.description.abstract Teaching is one of the most challenging professions due to different stressors teachers are exposed to sometimes leading to teachers’ burnout: a syndrome of emotional exhaustion, depersonalization and reduced personal accomplishment. Burnout effects range from psychological, physical, and behavioral symptoms to increased turnover. Teachers are not the only victims of burnout; students and the educational system as a whole are also affected by the syndrome. Therefore, the purpose of this study is to identify the levels of burnout and the factors that may cause Lebanese teachers’ burnout by eliciting teachers’ perspectives about them. Multiple-case studies design is used in order to understand the causes of burnout from different perspectives. An interview, a questionnaire including an adapted version of the Maslach Burnout Inventory- Educators Survey (MBI-ES), and a researcher’s reflective journal are used as instruments. Nine teachers who left the profession at least once during the first five years of experience were interviewed and ninety-two teachers who were still teaching during 2013-2014 responded to the questionnaire. Descriptive statistics are used to analyze the questionnaire data; qualitative analysis is used for the interviews and the researcher’s reflective journal. Qualitative analysis for each case is performed followed by a cross case synthesis. The latter is conducted to compare the data between cases in order to discover whether similarities can be found between different teachers. Triangulation of the findings is performed through comparing the findings from each instrument and identifying common categories that are used to address the research questions. Findings show that workload, school environment, coordination/mentoring, classroom environment, and emotional factors are major causes of burnout. Findings in this study were found to be parallel to the findings of several researchers; however, different causes of burnout were also found in terms of school and personal background, school and classroom environment, support, workload, and emotional factors. This study provided insight on how to identify causes and symptoms of teacher burnout in order to help prevent the occurrence of the syndrome. en_US
dc.language.iso en en_US
dc.subject Teachers -- Job stress -- Lebanon en_US
dc.subject Burn out (Psychology) -- Testing en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.title Causes leading Lebanese teachers to burnout. (c2014) en_US
dc.type Thesis en_US
dc.title.subtitle Multiple case studies en_US
dc.term.submitted Fall en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200702327 en_US
dc.author.commembers Dr. Mona Majdalani
dc.author.commembers Dr. Rima Bahous
dc.author.woa OA en_US
dc.description.physdesc 1 hard copy: xii, 144 leaves; col. ill., facsims.; 31 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Mona Nabhani
dc.keywords Burnout en_US
dc.keywords Causes en_US
dc.keywords Levels en_US
dc.keywords MBI-ES en_US
dc.keywords Lebanese teachers en_US
dc.keywords Workload en_US
dc.keywords School environment en_US
dc.keywords Coordinators en_US
dc.keywords Students en_US
dc.identifier.doi https://doi.org/10.26756/th.2014.44 en_US
dc.publisher.institution Lebanese American University en_US


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