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This study examines links between burnout and competence among mid-career Queensland primary and secondary teachers, reporting a negative association between MBI depersonalization and competence.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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2005\u003Cbr>Well-Being, Burnout and Competence : Implications for Teachers.\u003Cbr>Hitendra Pillay\u003Cbr>Queensland University of Technology\u003Cbr>Richard Goddard\u003Cbr>Queensland University of Technology\u003Cbr>Lynn Wilss Griffith University |  |\n\nRecommended Citation  \nPillay, H., Goddard, R., & Wilss, L. (2005). Well-Being, Burnout and Competence : Implications for Teachers.. Australian Journal of Teacher Education, 30 (2).  \n[http://dx.doi.org/10.14221/ajte.2005v30n2.3](http://dx.doi.org/10.14221/ajte.2005v30n2.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol30/iss2/3](http://ro.ecu.edu.au/ajte/vol30/iss2/3)  \nWELL-BEING, BURNOUT AND COMPETENCE: IMPLICATIONS  \nFOR TEACHERS  \nHitendra Pillay1, Richard Goddard2 and Lynn Wilss1  \n1 Queensland University of Technology  \n2 Griffith University  \nAbstract  \nTraditionally, the teaching role has been one of nurturing and developing students ’potential. However, teachers ’work today comprises a complex mix of various factors that include teaching; learning new information and skills; keeping abreast of technological innovations and dealing with students, parents and the community. These are demanding roles and there are growing concerns about teacher well-being and competence. In particular, teachers are experiencing increasing levels of attrition, stress and burnout. This study investigated the relationship between burnout and competence for a sample of mid-career teachers in primary and secondary schools in Queensland. The results break new ground in reporting a negative association between the MBI subscale Depersonalization and competence that may be attributed to a distancing mechanism in difficult human interactions. Overall, the findings of this study hold implications for teacher training courses and the well-being and competence of teachers.  \nIntroduction  \nTeachers ’work today is multifaceted as they undertake not only teaching but also matters associated with curriculum, students, parents, the school community and departmental initiatives. According to Smylie ( 1999), “These are tough times to be a teacher” (p. 59) . Emerging issues of concern in the teaching profession are attrition rates and burnout levels. Ewing and Smith (2003) reported that between  \n25% and 40% of beginning teachers in countries in the Western World are leaving teaching or they are burned out. In Australia, a study conducted by Ramsey (2000) highlighted an upward trend in early-career teacher resignations and according to Macdonald ( 1999) overall teacher attrition in Australian government schools ranges from 3% to 8% . When this is considered in conjunction with the impending teacher shortage in Australia (Nelson, 2003), it is important to determine how teachers feel about their roles as this has implications for meeting society’s expectations for education and for youth today; it also has implications for teacher well-being. Well-being, according to Dunn (2002) involves comparative private experiences with regard to self-perceived quality of an individual’s life; it also includes both affective and cognitive components. The section that follows examines the current status of teachers with regard to their work roles and conditions. In particular, factors that may contribute to teacher well-being and burnout are examined in relation to work competence.  \nFactors that influence teacher well-being, burnout and competence  \nTraditionally, the role of teaching has been one of nurturing and developing students ’potential. As Evers, Tomic and Brouwers (2004) report, teachers play a valuable role in helping children grow. In order to do this they must remain physically and mentally well. However, there is apparent dissonance between teachers ’perceived capacities and the expectations of their role  \n(Smith & Bourke, 1992) yet, they continue to carry out their work. This may have implications fo","cbCaioDGdzb0JuJL","https://ap.wps.com/l/cbCaioDGdzb0JuJL","pdf",308619,13,"English","# Abstract\n# Introduction\n# Factors that influence teacher well-being, burnout and competence","[{\"question\":\"What does the study investigate about teachers?\",\"answer\":\"It investigates the relationship between burnout and competence among mid-career teachers in Queensland primary and secondary schools.\"},{\"question\":\"What key finding links burnout to competence?\",\"answer\":\"The study reports a negative association between the MBI subscale depersonalization and competence.\"},{\"question\":\"Why are teacher attrition and burnout described as important?\",\"answer\":\"They are presented as emerging concerns in teaching, with implications for teacher well-being, future workforce needs, and meeting education expectations.\"}]","WELL-BEING, BURNOUT AND COMPETENCE: IMPLICATIONS FOR TEACHERS | PDF",1792077661,33]