A teacher that has five or less years’ experience teaching grades K-12.
Published in Chapter:
Applying Self-Care to Strategically Prevent Burnout in Early Career K-12 Teachers
Nancy A. Walker (Grand Canyon University, USA), Bridgette M. Hester (Grand Canyon University, USA), and Michelle G. Weiler (Grand Canyon University, USA)
Copyright: © 2021
|Pages: 25
DOI: 10.4018/978-1-7998-6803-3.ch002
Abstract
This chapter explores potential sources of burnout for early career K-12 teachers, or those with less than five years of classroom experience. After a discussion of burnout and compassion fatigue, this chapter will present strategies for building positive relationships, developing and engaging in effective mentor programs, and current best practices in self-care. The discussion will include a presentation of steps one can take to promote and effectively manage mental and physical health to improve personal and professional relationships. This chapter will bring together resources, ideas, and information to help early career teachers to view themselves, their classrooms, and their relationships with students, parents, peers, and administrators from a different perspective through the building of positive relationships, collaboration efforts, and mentorship. The chapter will conclude with a list of examples of best practices in self-care to aid early career teachers in better serving themselves, their students, and their learning community.