若手教師の情緒的消耗感の実態調査 : 質的データ分析手法SCAT を通して

This study aims to investigate the sense of emotional exhaustion of young teachers, who tend to burn out, and to discover the factors influencing it through qualitative research. Three young teachers participated in semi-structured interviews about the causes that emotionally drain teachers and the factors that reduce their feelings of emotional exhaustion. Their utterance were analyzed and put into theoretical descriptions using SCAT. The common features of the theoretical descriptions are as follows. First, “emotional exhaustion varies depending on the students and the classes they take charge of, and the characteristics of their tasks.” Second, “they feel emotional exhaustion when dealing with students’ problematic behaviors.” Third, “they cite social support from other teachers and staff members as a factor that reduces their emotional exhaustion.” Fourth, “they expect effective support for student guidance in their training programs.” These factors show the following. They all experience emotional exhaustion due to stress from their interactions with others although the quality and quantity of their stressors vary from person to person. They wish that there were training programs providing effective support for guiding students. To reduce the emotional exhaustion of young teachers, it is necessary to provide them with continuous social support in their daily duties.