Social Psychology of Education

, Volume 13, Issue 2, pp 141–167 | Cite as

Novice teachers’ experience of teaching: a dynamic aspect of burnout

  • Bella GavishEmail author
  • Isaac A. Friedman


This article addresses the question of how novice teachers perceive their work environment and how their perceptions affect burnout. Data were obtained from a questionnaire administered to novice teachers at the beginning and at the end of the school year. It was found that (1) novice teachers experienced high levels of burnout as early as the beginning of their first year of teaching; (2) novice teachers’ perception of their work environment at the beginning and at the end of their first year significantly and meaningfully explained their sense burnout; (3) three variables contribute to predicting burnout at the beginning and at the end of the first year of teaching: (a) lack of appreciation and professional recognition from students; (b) lack of appreciation and professional recognition from the public, and (c) lack of collaborative and supportive ambience.


Teacher burnout Beginning teacher induction Work environment The teacher as an organizational person Professional recognition 


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Copyright information

© Springer Science+Business Media B.V. 2010

Authors and Affiliations

  1. 1.Levinsky College of EducationTel AvivIsrael
  2. 2.Henrietta Szold Institute, The National Institute for Research in the Behavioral SciencesJerusalemIsrael

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