Stress be not Proud: The Myth of Burnout

Abstract

Virtually every form of media has reports concerning teacher burnout in education. Many of these reports have been directed towards a relationship between teacher burnout and a declining educational status in this country. However, the question of concern should be, “Is the term burnout being appropriately used or being systematically abused when describing teacher productivity?”

The following study is a culmination of a seven-year investigation concerning the impact of stress on self efficacy and personal productivity. From information received from the Career Awareness Index and the Instrument Summary Assessment Program, analysis indicates that the term burnout may be an inappropriate descriptor of low to moderate levels of self efficacy and personal productivity. Hence, professional development activities may be incorrectly designed having little or no affect in enhancing self efficacy manners. Therefore, it is imperative that professional development activities be specifically designed to match individual needs and interests in order for positive effects to occur.