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DP
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Drew Powell
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Updated Mar 23, 2021
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Chapters
00:00
Chapter 1
01:27
Chapter 2
01:41
Chapter 3
02:16
Chapter 4
02:19
Chapter 5
02:56
Chapter 6
03:23
Chapter 7
03:42
Chapter 8
04:04
Chapter 9
04:19
Chapter 10
04:36
Chapter 11
04:59
Chapter 12
05:16
Chapter 13
05:26
Chapter 14
05:42
Chapter 15
05:55
Chapter 16
06:00
Chapter 17
Audio Transcript
Auto-generated
00:01 - 00:03
Hi. My name is Drew People, and I'm here to
00:03 - 00:06
present a school burnout survey that I completed with my
00:06 - 00:11
classmates, actually to have import courted forward, Um, in conjunction
00:11 - 00:12
with Dr Mary Mose panel.
00:13 - 00:13
Who is our professor?
00:14 - 00:18
Uh, we are the school counseling interns this semester.
00:19 - 00:22
And one of the things we noticed this past summer
00:23 - 00:31
was how important teachers and nurses were or how immediately
00:32 - 00:36
apparent it was that to everyone that teachers and nurses
00:37 - 00:40
are extremely important for us just to be doing our
00:40 - 00:46
most basic things and perhaps, how much stress a teacher
00:46 - 00:49
and a nurse is taking in.
00:50 - 00:51
So that's one of the things we want to talk
00:51 - 00:54
about. And so that kind of lived experience that we
00:54 - 00:58
all have this past summer, summer of 2020 um, we're
00:58 - 01:01
going to keep that in our heads is our first
01:01 - 01:03
empirical piece of information, right?
01:03 - 01:05
It's like a lived experience that we were.
01:05 - 01:08
We saw how stressful it was, and there were lots
01:08 - 01:08
of parents at the house.
01:09 - 01:12
We were having trouble getting things done because they were
01:12 - 01:14
having to watch their kids at the same time.
01:15 - 01:16
But the stress didn't just leave.
01:17 - 01:21
There's there's people who are the ones in charge of
01:22 - 01:25
educating, and we should check in and see how they're
01:26 - 01:27
doing. So this is another piece of information.
01:29 - 01:33
The first thing is, burnout is emotional exhaustion, overload and
01:33 - 01:38
or fatigue specifically, that comes with on the job stress,
01:39 - 01:39
which is important.
01:40 - 01:44
Another way to say that is we have this body
01:44 - 01:46
of ours, a troublesome piece of luggage.
01:47 - 01:48
We don't really know anything about it.
01:48 - 01:51
We need all sorts of tools to find out about
01:51 - 01:52
his most natural processes.
01:54 - 01:58
Um, that really encapsulates burnout to me because it's almost
01:59 - 02:03
like burnout is just staying where my body is done.
02:04 - 02:08
And so it becomes a troublesome piece of luggage, and
02:08 - 02:10
I'm just using the willpower to keep it going.
02:11 - 02:14
But really, the body's done right, and it's just a
02:14 - 02:14
piece of luggage.
02:14 - 02:15
I'm just dragging along.
02:17 - 02:20
Um, like I just said, we completed a survey over
02:21 - 02:23
the summer or over these past few past few months.
02:24 - 02:29
Um, it was adapted from the Coca Copenhagen burnout inventory.
02:30 - 02:33
We had 99 respondents, um, from local districts.
02:34 - 02:35
It was brief.
02:36 - 02:40
It was only 12 questions, Uh, it was non scientific,
02:41 - 02:44
because, I mean, we weren't it was in random sampling.
02:44 - 02:45
We sent out a survey, and here are the results
02:46 - 02:46
of the survey.
02:47 - 02:48
I'm in the very thing.
02:49 - 02:56
We presented resources to address burnout if they desired them.
02:56 - 02:59
So here are Here's our information.
03:00 - 03:02
First of all, with grade levels do you work with,
03:03 - 03:05
um, we had responded to each one.
03:06 - 03:08
So the reason this isn't gonna add up to 100%
03:08 - 03:11
writers because they could have been in all different types.
03:12 - 03:17
Um, but we had an even like a You know,
03:17 - 03:19
we got respondents from every grade level.
03:19 - 03:23
The highest ones were obviously those early elementary grades.
03:24 - 03:27
Um, which best describes your role teacher?
03:28 - 03:32
Uh, 60% of them are teachers, teachers, assistants also kind
03:32 - 03:32
of fitting in there.
03:33 - 03:35
So these are These are mostly people that are working
03:35 - 03:35
in the classrooms.
03:37 - 03:41
Special needs, um, mostly people who are working in the
03:41 - 03:45
classroom. The students is how many years, including this one.
03:46 - 03:47
Have you been in your current role?
03:47 - 03:49
And we see that 42% of these people have been
03:50 - 03:52
in their current role for 10 plus years.
03:53 - 03:58
And then we also have 16.2% have been there for
03:58 - 03:59
6 to 9 years.
04:00 - 04:02
So, like this is a big chunk of people that
04:02 - 04:03
have been in this job for a long time.
04:05 - 04:09
Mhm. Do you go ward out at the end of
04:09 - 04:09
the working day?
04:11 - 04:15
So what we see there is 20.2% of them are
04:15 - 04:15
saying Yes.
04:16 - 04:19
I always feel worn out at the end of the
04:19 - 04:19
working day.
04:22 - 04:24
Are you exhausted in the morning at the thought of
04:24 - 04:25
just going to work again?
04:26 - 04:28
Always 15 to 15.2%.
04:29 - 04:35
Often 21.2% like these to me seem like high numbers
04:36 - 04:37
all. All address that in a second.
04:38 - 04:39
But do you have enough time?
04:40 - 04:42
You have enough energy for your family and friends during
04:42 - 04:44
leisure time, right?
04:45 - 04:45
This will be inverted.
04:46 - 04:48
Never. I think it's about 9%.
04:49 - 04:51
Uh, sometimes or seldom.
04:51 - 04:52
Excuse me, 14.1.
04:53 - 04:55
So a lot of these people are going home, and
04:55 - 04:57
once they get home, they don't have time for their
04:57 - 04:58
friends and family during leisure time.
05:02 - 05:04
Is your work emotionally exhausting?
05:05 - 05:09
Always 13 1, often 21.2.
05:11 - 05:13
I am always emotionally exhausted.
05:14 - 05:15
I am often emotionally exhausted.
05:17 - 05:17
These are high numbers.
05:18 - 05:21
You feel word burnt out because of your work.
05:22 - 05:27
Always 9.1% always burn out.
05:29 - 05:30
And then how do you feel like this year compared
05:31 - 05:33
to last with previous years?
05:33 - 05:36
And you see, the biggest group is saying I feel
05:36 - 05:39
more burnt out this week this year than in previous
05:39 - 05:41
years like they're they're burnt out.
05:42 - 05:45
And these are veteran teachers were talking about, so to
05:45 - 05:48
summarize. They had lots of experience in the role, and
05:49 - 05:50
then they reported their very burnt out.
05:51 - 05:53
Um, and I think that's also important to low levels
05:54 - 05:55
of energy for their leisure time.
05:56 - 05:58
And so kind of how I want to ask us
05:58 - 06:01
to reflect on all of this is interesting in this
06:02 - 06:04
little piece here, if we look at the root word,
06:05 - 06:07
this comes from a guy named Rollo May, who's extremely
06:08 - 06:08
good writer.
06:08 - 06:10
If you ever get the chance to read them, you
06:10 - 06:13
wrote a couple books will and love courage to create.
06:13 - 06:16
But in the middle of the word information, we see
06:16 - 06:16
the word of four.
06:17 - 06:21
What he's kind of pointing out there is when I
06:21 - 06:27
take in new information, it does something to me, right?
06:27 - 06:28
And so when I mentioned the beginning.
06:28 - 06:30
We have two pieces of information that I'm just giving
06:30 - 06:32
one. We have our empirical knowledge of our lived experience.
06:33 - 06:36
I know people are tired from the Children, but then
06:36 - 06:38
I'm also giving you a second piece of information.
06:39 - 06:42
And so I think it's natural for all people to
06:42 - 06:44
kind of react in this in some way.
06:44 - 06:47
Maybe you want to get rid of this information so
06:47 - 06:48
you don't want to think about it.
06:48 - 06:53
Maybe you take this on, and then you Whenever you're
06:53 - 06:55
interacting with teachers, you kind of feel stressed because you're
06:56 - 06:57
trying to empathize with them.
06:57 - 07:00
I think it's just important to recognize that when I
07:00 - 07:05
take in new information, it's going to affect the chemistry
07:06 - 07:09
of how my individual being is, like all getting getting
07:10 - 07:12
together. And so that's just what I was hoping to
07:12 - 07:12
point out there.
07:13 - 07:14
Um, thank you.
07:15 - 07:18
Uh and, um, yeah, thanks a lot
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