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Reducing Teacher Burnout by Increasing Student Engagement

A Children's Rights Approach

Children's Rights Centre, Cape Breton University, Sydney, Nova Scotia, Canada, katherine_covell{at}cbu.ca

Justin K. McNeil

Children's Rights Centre, Cape Breton University, Sydney, Nova Scotia, Canada, mcneil.justin{at}gmail.com

R. Brian Howe

Children's Rights Centre, Cape Breton University, Sydney, Nova Scotia, Canada, brian_howe{at}cbu.ca

Teacher burnout has long been understood to have significant negative effects on teaching efficacy. Research has indicated that student misbehaviour, often a result of disengagement, is a major predictor of teacher burnout. In part to address student disengagement, Hampshire County in England has undertaken a whole-school rights-based reform initiative called Rights, Respect and Responsibility (RRR). This study was designed to examine the effects of RRR on student engagement and teacher burnout over a three-year period. The sample initially comprised a total of 15 schools (four infant, five primary and six junior) and 127 teachers. At the second time of measure, one year later, the sample was reduced to 69 teachers from 13 of the schools. At both times teachers completed the following measures: the Maslach Burnout Inventory, the perceived effect of RRR on teaching, and student engagement. In the third year of the study we obtained data on the Maslach Burnout Inventory from 100 teachers at 12 of the schools. Findings suggest that RRR can improve student engagement and reduce teacher burnout. Of particular note was the predictive power of student participation in the classroom and school in reducing teacher burnout.

Key Words: children's rights • participation • rights education • student engagement • teacher burnout

School Psychology International, Vol. 30, No. 3, 282-290 (2009)
DOI: 10.1177/0143034309106496


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