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STRESS AND BURNOUT AN INTERPRETIVE PHENOMENOLOGICAL ANALYSIS OF ELITE SCHOOL TEACHERS BELIEFS AND EXPERIENCES

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13 Pages : 120-131

http://dx.doi.org/10.31703/gsr.2022(VII-II).13      10.31703/gsr.2022(VII-II).13      Published : Jun 2022

Stress and Burnout: An Interpretive Phenomenological Analysis of Elite School Teachers Beliefs and Experiences

Abstract

    This study explored the beliefs of elite school teachers concerning the effect of students' behavior on teachers' stress and burnout in an elite school. It also aimed to find out the perceptions of elite school teachers about organizational climate inducing teachers' stress and burnout. This study used an interpretive phenomenological research design to get an insight into the lived experiences of stress and burnout elite schoolteachers face. A criterion sampling technique was used to select a sample of fifteen teachers employed in an elite school in Lahore. Semi-structured interviews were conducted to get a deeper understanding of the lived experiences of elite school teachers. The thematic cross-case analysis revealed that most teachers experience-work stress and burnout. Some of the major stressors for teachers were administrative conflicts, collegial issues,excessive workload, lack of appreciation, and organizational environment. Students' disruptive behavior is the most significant predictor of teacher stress and exhaustion. It has been concluded that teachers need to have a properly articulated policy that could possibly protect their rights.

    Teacher's stress, Burnout, Students behavior, Classroom management, Elite school

    (1) Mariam Naz
    M.Phil Scholar, University of Management and Technology, Lahore, Punjab, Pakistan.
    (2) Yaar Muhammad
    Assistant Professor, Government College Women University, Sialkot, Punjab, Pakistan
    (3) Aisha Mahmood
    Assistant Professor, Department of STEM Education, Division of Education, University of Education, Lahore, Punjab, Pakistan
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Cite this article

APA

    APA : Naz, M., Muhammad, Y., & Mahmood, A. (2022). Stress and Burnout: An Interpretive Phenomenological Analysis of Elite School Teachers Beliefs and Experiences. Global Sociological Review, VII(II), 120-131. https://doi.org/10.31703/gsr.2022(VII-II).13

CHICAGO

    CHICAGO : Naz, Mariam, Yaar Muhammad, and Aisha Mahmood. 2022. "Stress and Burnout: An Interpretive Phenomenological Analysis of Elite School Teachers Beliefs and Experiences." Global Sociological Review, VII (II): 120-131 doi: 10.31703/gsr.2022(VII-II).13

HARVARD

    HARVARD : NAZ, M., MUHAMMAD, Y. & MAHMOOD, A. 2022. Stress and Burnout: An Interpretive Phenomenological Analysis of Elite School Teachers Beliefs and Experiences. Global Sociological Review, VII, 120-131.

MHRA

    MHRA : Naz, Mariam, Yaar Muhammad, and Aisha Mahmood. 2022. "Stress and Burnout: An Interpretive Phenomenological Analysis of Elite School Teachers Beliefs and Experiences." Global Sociological Review, VII: 120-131

MLA

    MLA : Naz, Mariam, Yaar Muhammad, and Aisha Mahmood. "Stress and Burnout: An Interpretive Phenomenological Analysis of Elite School Teachers Beliefs and Experiences." Global Sociological Review, VII.II (2022): 120-131 Print.

OXFORD

    OXFORD : Naz, Mariam, Muhammad, Yaar, and Mahmood, Aisha (2022), "Stress and Burnout: An Interpretive Phenomenological Analysis of Elite School Teachers Beliefs and Experiences", Global Sociological Review, VII (II), 120-131

TURABIAN

    TURABIAN : Naz, Mariam, Yaar Muhammad, and Aisha Mahmood. "Stress and Burnout: An Interpretive Phenomenological Analysis of Elite School Teachers Beliefs and Experiences." Global Sociological Review VII, no. II (2022): 120-131. https://doi.org/10.31703/gsr.2022(VII-II).13