Novice teachers’ experience of teaching: a dynamic aspect of burnout

By B. Gavish, I. Friedman. 2010

260 citations recorded by the source corpus.

Subfields: Education, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c01702ac4c0da381658890858fa0a08d245b5f63

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In Education

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

“Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs (2020, background): “On the one hand, we expected constructivist beliefs to decline (e.g., Luft et al., 2011) and emotional exhaustion to increase (e.g., Goddard et al., 2006) during the induction program right after beginning teachers begin teaching (e.g., Gavish & Friedman, 2010).”
Emotional job demands and emotional exhaustion in teachers (2015, unknown): “Second, as research (e.g. Bradley, 2007; Gavish & Friedman, 2010) has found that teachers report job strain as early as the first few months of employment, factors that affect self-efficacy at this critical time may be particularly worthy of further study.”
Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education (2020, background): “This experience also provides opportunities for TAs to explore new issues in the teaching process, collaborate with other teaching staff (Gavish & Friedman, 2010; Guo et al., 2011; Pas et al., 2010), and engage students with SENs more readily.”
‘I’m coming back again!’ The resilience process of early career teachers (2014, background): “Experiencing multiple challenges has been found to put beginning teachers at risk of burnout as early as their first year (Gavish & Friedman, 2010).”
The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition (2018, background): “…found that the lack of experienced support is related to pre-service and BTs’ sense of burnout (Fives, TEACHERS AND TEACHING: THEORY AND PRACTICE 3 Hamman, & Olivarez, 2007; Gavish & Friedman, 2010) and that support is essential for retention (Ooghe, Thomas, Tuytens, Devos, & Vanderlinde, 2016).”
Teacher–researcher role conflict and burnout among Chinese university teachers: a job demand-resources model perspective (2019, background): “However, because burnout is a dynamic outcome that can change during a teacher’s career (Gavish and Friedman 2010) – and for universities, because specific implementations in different groups are necessary – it was deemed to be worth exploring whether burnout levels were different for professors,…”
Early career teachers’ intentions to leave the profession: The complex relationships among preservice education, early career support, and job satisfaction (2019, background): “Induction programs can reduce the risk of burnout by easing the pressure of learning to operate within the school organisational environment (Gavish & Friedman, 2010).”
Good Teaching in Difficult Times: Demoralization in the Pursuit of Good Work (2011, background): “A few recent examples include Chang (2009), Gavish and Friedman (2010), and McCarthy et al. (2009).”