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Permanent link (DOI): https://doi.org/10.7939/R3X63BC2G

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Graduating Teacher Experiences of Factors Relating to Teacher Burnout and Attrition during their Teacher Training Open Access

Descriptions

Other title
Subject/Keyword
attrition
case studies
burnout
Pre-service teachers
Type of item
Thesis
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
Department of Educational Psychology
Specialization
Psychological Studies in Education
Date accepted
2014-09-24T13:35:44Z
Graduation date
2014-11
Degree
Master of Education
Degree level
Master's
Abstract
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.
Language
English
DOI
doi:10.7939/R3X63BC2G
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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