The Perception Educators Have of their Leader’s Support and their Own Perceived Level of Burnout

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Author(s): Gregory C. Petty (University of Tennessee, USA)and Cherie Barnett Gaines (Lincoln Memorial University, USA)
Copyright: 2013
Pages: 20
Source title: Handbook of Research on Technologies for Improving the 21st Century Workforce: Tools for Lifelong Learning
Source Author(s)/Editor(s): Viktor Wang (Florida Atlantic University, USA)
DOI: 10.4018/978-1-4666-2181-7.ch028

Keywords: Adult Learning / Education / Educational Technologies / Information Science Reference

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Abstract

Effective instructional systems deal with many challenges; perhaps the greatest is technological change. However, perhaps more insidious to instructional effectiveness is the detrimental effects of instructor burnout. Maintaining a high energy classroom and keeping up with the rapid changes brought about by classroom technology, particularly the internet, can affect even the strongest teacher. This chapter explores the effects of burnout as perceived by instructors and balanced with their perceptions of the support they receive (or do not receive) from their leaders. This study of the interpersonal relations between instructional leaders and their instructors gives an insight into the importance of proactive leadership on effective teaching. Leaders utilizing technologies to improve tomorrow’s workforce must not forget the human element in the classroom. With this study, the authors offer some guidelines leaders can use for more effective leadership practices.

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The Perception Educators Have of their Leader’s Support and their Own Perceived Level of Burnout

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