Graduating Teacher Experiences of Factors Relating to Teacher Burnout and Attrition during their Teacher Training Open Access
- Other title
- Type of item
- Degree grantor
University of Alberta
- Author or creator
Steedman, Christie-Lee M.
- Supervisor and department
Buck, George (Educational Psychology)
- Examining committee member and department
Ellis, Julia (Elementary Education)
Whelton, William (Educational Psychology)
Department of Educational Psychology
Psychological Studies in Education
- Date accepted
- Graduation date
Master of Education
- Degree level
The following study presents qualitative case studies with an interpretive emphasis informed by hermeneutics, on how pre-service teachers have experienced, responded to, and thought about factors relating to teacher burnout and attrition. The topic, problem and purpose came about because of personal experiences of the researcher and a current gap in the literature. The importance of the research relates to understanding the emotions of future educators, which may lead to insight into the high rates of teacher burnout and attrition in Alberta. The procedure involved interviewing two participants who had either recently completed, or were in the final term of completing their teacher training program. Case studies were developed for each participant, and then the case studies were analyzed in order to find common themes. The themes identified included: 1) Desire to be the best teacher they can be, 2) Professional guidelines hinder the helping relationship, 3) Autonomy is important as a teacher, 4) Leading an authentic life will be meaningful, 5) Having a profession, and 6) The future as a teacher is uncertain. Each theme will be discussed in relation to the literature, and implications and limitations conclude the thesis.
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