Understanding and Preventing Burnout among Social Studies Teachers in Africa

Autor/in	Asimeng-Boahene, Lewis
Titel	Understanding and Preventing Burnout among Social Studies Teachers in Africa
Quelle	In: Social Studies, 94 (2003) 2, S.58-62 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
Schlagwörter	Foreign Countries; Professional Training; Instructional Materials; Democratic Values; Social Studies; Job Satisfaction; Teacher Attitudes; Teacher Burnout; Teaching Conditions; Prevention; Cultural Influences; Developing Nations; Class Size; Teacher Education; Student Evaluation; Evaluation Methods; Resource Allocation; Africa + Suchen Sie Ihr Suchwort? Ausland; Berufliche Fachbildung; Berufliche Fortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Gemeinschaftskunde; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Lehrerverhalten; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrbedingungen; Unterrichtsbedingungen; Prävention; Vorbeugung; Cultural influence; Kultureinfluss; Developing country; Developing countries; Entwicklungsland; Klassengröße; Lehrerausbildung; Lehrerbildung; Schulnote; Studentische Bewertung; Ressourcenallokation; Afrika
Abstract	Although circumstances that can activate burnout are common in all subjects, those who teach social studies may be more susceptible to it because the profession requires teaching for democratic values and critical thinking, even when cultural influences and the political climate are not supportive of those objectives. In this article, the author examines unfavorable working situations in Africa that do not allow for job satisfaction for social studies teachers. Those factors include large classes, lack of administrative support, inadequate professional training, lack of instructional materials, and externally driven examinations. He also offers suggestions for addressing those unfavorable working conditions. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10