Reports on a survey of elementary and secondary educators regarding current burn-out levels as well as individual and organizational burn-out interventions. Finds that most of the educators felt that they were not treating students and colleagues in a depersonalized manner and that they derived a sense of accomplishment from their work. (SR)

Criticizes Herbert K. Heger's article in the same issue of the journal. Argues that Heger's analysis and suggestions for solving the serious problem of teacher burnout are inadequate. Proposes changes in workplace environment and administrative support as solutions. (HB)

Describes a lengthy list of excuses used regularly by some teachers to justify the poor results of their own teaching. Criticizes the attitudes of incompetent teachers who are willing to blame anything for their failures except themselves. (HB)

Discusses the complaints cited by young teachers as reasons for leaving the profession and offers suggestions for ways principals can respond to or remediate those complaints. (FL)

Discusses symptoms of stress, causes of stress, and stress management techniques. (FL)

Argues that boredom is a major factor in teacher burnout. Suggests that administrators and teachers encourage diversity in assignments and materials to revitalize staff. (FL)

Explores several crucial factors that may be involved in the high level of teachers' disenchantment with their work. Cites several approaches that teacher educators can use to help teachers cope with the pressures of teaching. (FL)

Describes factors specific to teacher motivation needs and job inducements that may be provided by school districts to promote better teacher performance. (FL)

Describes the symptoms of teacher burnout and suggests ways to combat it. Argues that communities and school districts must endeavor to provide teachers with an environment that promotes the desire to remain in teaching. (FL)

Presents a case study of one English teacher suffering from "burnout." Discusses the pressures that lead to burnout and presents suggestions for handling those pressures. (FL)

Reviews some of the major causes of burnout and presents some specific treatment suggestions that could assist authorities in working toward prevention of burnout in teachers. (FL)

Offers some concrete suggestions for teachers in a school-within-a-school program regarding how they can best serve their students and, at the same time, avoid burning out. (RS)

Argues that teachers must begin to reconceptualize definitions of their own professional practice by beginning to assume new educational roles and adopting new ways of thinking. Discusses three modes of thinking to consider: teacher-as-learner, teacher-as-inquirer, and teacher-as-risk taker. (FL)

Tells the story of a teacher and a student who connected in a sixth-grade reading lab, but who both became "at-risk" in middle school. Discusses how both were at-risk, and possible explanations and answers. (SR)

Reports on seven findings of a study concerning the factors in maintaining a dynamic teaching career. Compares a study concerning successful business executives and concludes that success is attributed to attitudes rather than skills. (JK)