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Understanding Teacher Stress in an Age of Accountability

reviewed by Patricia Bonner - May 09, 2007

coverTitle: Understanding Teacher Stress in an Age of Accountability
Author(s): Richard Lambert and Christopher McCarthy (Eds.)
Publisher: Information Age Publishing, Charlotte
ISBN: 1593114737 , Pages: 244, Year: 2006
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The front page of the April 27, 2007 Los Angeles Times (Blume) reminded us once again that “Teachers Are Dropping Out Too.” The article reported on Futernik’s (2007) study of 2,000 California teachers who left the profession after having taught four years or less. The study tied this professional disillusionment and significant early exodus to the poor academic showing of California’s students. Particularly discouraging is the fact that 81 percent of the participating teachers entered the profession for reasons of vocation or calling, that is, they “wanted to make a difference for children and society” (p. ix) indicating that their motives and intentions were to be effective teachers. The study found that the teaching and learning environment, broadly defined to include “instructional, collegial, and systemic conditions” (p. viii), was more important than even compensation in terms of teachers’ perseverance in the profession. Reasons for leaving, broadly described as “inadequate system... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record, Date Published: May 09, 2007
https://www.tcrecord.org ID Number: 14478, Date Accessed: 7/24/2021 12:40:30 PM

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About the Author
  • Patricia Bonner
    Azusa Pacific University
    E-mail Author
    PATRICIA BONNER is Professor and Chair of the Department of Doctoral Studies in Education at Azusa Pacific University. She has also served as Dean of the School of Education and Behavioral Studies and as Director of Teacher Education at Azusa Pacific. Her interests and research include the professional development of teachers, resilience and coping in school superintendents, relationships between religiousness and school achievement, and autonomy and achievement motivation. Her most recent publication is (2006) Teacher transformation in attitude and approach to math instruction through collaborative action research, Teacher Education Quarterly, 33(3), 27-44.
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