The purpose of this study is to analyze the meaning of the teacher's Burnout experience based on the seriousness of the problem with the recent burnout of teachers.
Amid the rapidly changing social environment and the growing reality of teachers' rights violations, teacher life guidance is becom...
The purpose of this study is to analyze the meaning of the teacher's Burnout experience based on the seriousness of the problem with the recent burnout of teachers.
Amid the rapidly changing social environment and the growing reality of teachers' rights violations, teacher life guidance is becoming increasingly difficult at school sites. Analysis of the causes of teacher exhaustion has been brisk since 2000. This study analyzed the experience related to exhaustion experienced by teachers based on the existential entity of relationship, physicality, spatiality and temporality by approaching it from a phenomenological perspective. The study selected 12 teachers who experienced or experienced exhaustion as participants of the study and conducted in-depth interviews, focusing on the analysis of the meaning of the causes, overcoming process, and experience that seriously causes or causes teacher exhaustion through qualitative analysis. Through in-depth interviews and research through anecdotes writing, three essential themes were derived as the essential meaning of exhausting experience. Based on the meaning of the three experiences of "struggling in relationships", "tired me and my school", and "time of growth from time of pain", it was also understood that the cause of exhaustion, change, effort, and formation of meaning were seen.
Through the in-depth interview process, serious conflicts and traumatic experiences with school members were found to have had a serious negative impact not only on school life but also on personal life outside the school. The exhaustion from relationships continued to stress teachers after work or even after the end of the problem, leaving school space or causing teacher exhaustion in the long term. Due to exhaustion, teachers experienced a time of pain and continued to be in negative condition. Over time, I was looking for the meaning of the exhausting experience through reflection and overcoming exhaustion through change and effort. Based on the meaning of experience, I found teachers preparing for the future and moving forward.
The suggestions for subsequent research based on the conclusions learned from this study are as follows.
First, future research should be conducted on ways to create an environment in which teachers can easily foreignize the problem situations caused by teacher exhaustion. Second, research will have to be done on practical institutional and administrative levels for teachers with traumatic experience, including serious infringement of teaching authority. Third, through continuous end-to-end research, studies related to the pattern of change in teachers' exhaustion can be explored and further related to the relief comparison of domestic and foreign teachers' exhaustion patterns, causes, etc. Finally, through the formation of a consensus based on the social and cultural understanding of teachers' exhaustion, students, parents, and teachers can expect to change their perception of the recovery of teachers and the protection of teachers' rights. Furthermore, it was suggested that students, parents, managers, and fellow teachers should reflect on establishing positive relationships with each other.
The purpose of this study is to analyze the meaning of the teacher's Burnout experience based on the seriousness of the problem with the recent burnout of teachers.
Amid the rapidly changing social environment and the growing reality of teachers' rights violations, teacher life guidance is becoming increasingly difficult at school sites. Analysis of the causes of teacher exhaustion has been brisk since 2000. This study analyzed the experience related to exhaustion experienced by teachers based on the existential entity of relationship, physicality, spatiality and temporality by approaching it from a phenomenological perspective. The study selected 12 teachers who experienced or experienced exhaustion as participants of the study and conducted in-depth interviews, focusing on the analysis of the meaning of the causes, overcoming process, and experience that seriously causes or causes teacher exhaustion through qualitative analysis. Through in-depth interviews and research through anecdotes writing, three essential themes were derived as the essential meaning of exhausting experience. Based on the meaning of the three experiences of "struggling in relationships", "tired me and my school", and "time of growth from time of pain", it was also understood that the cause of exhaustion, change, effort, and formation of meaning were seen.
Through the in-depth interview process, serious conflicts and traumatic experiences with school members were found to have had a serious negative impact not only on school life but also on personal life outside the school. The exhaustion from relationships continued to stress teachers after work or even after the end of the problem, leaving school space or causing teacher exhaustion in the long term. Due to exhaustion, teachers experienced a time of pain and continued to be in negative condition. Over time, I was looking for the meaning of the exhausting experience through reflection and overcoming exhaustion through change and effort. Based on the meaning of experience, I found teachers preparing for the future and moving forward.
The suggestions for subsequent research based on the conclusions learned from this study are as follows.
First, future research should be conducted on ways to create an environment in which teachers can easily foreignize the problem situations caused by teacher exhaustion. Second, research will have to be done on practical institutional and administrative levels for teachers with traumatic experience, including serious infringement of teaching authority. Third, through continuous end-to-end research, studies related to the pattern of change in teachers' exhaustion can be explored and further related to the relief comparison of domestic and foreign teachers' exhaustion patterns, causes, etc. Finally, through the formation of a consensus based on the social and cultural understanding of teachers' exhaustion, students, parents, and teachers can expect to change their perception of the recovery of teachers and the protection of teachers' rights. Furthermore, it was suggested that students, parents, managers, and fellow teachers should reflect on establishing positive relationships with each other.
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#교사 소진 질적 연구 현상학
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