taz.de
Hessen School Principals Face High Burnout Rates Amidst Teacher Shortage
A survey in Hessen, Germany, reveals that 62 percent of school principals show burnout symptoms due to high workloads stemming from teacher shortages (1,116 unfilled positions) and 229 unfilled principal positions, impacting 13 percent of schools.
- What are the key findings of the survey regarding the workload and burnout rates among school principals in Hessen?
- A survey of 981 out of 1,859 Hessian school principals reveals that 84 percent work at a high pace all day, 76 percent rarely or never take breaks, and only 4 percent have time for lesson preparation. Around 62 percent show burnout symptoms and struggle to switch off after work, with 19 percent considering a job change multiple times a month.
- How does the shortage of teachers and unfilled principal positions contribute to the high stress levels among school principals?
- The high workload is attributed to unfilled principal positions (229, or 13 percent of schools) and a general teacher shortage (1,116 unfilled positions). This lack of support contributes to the principals' poor health, with their self-reported health rating lower than the average for other professions and frequent sick days.
- What systemic changes are needed to mitigate burnout and improve working conditions for school principals in Hessen, and what are the potential long-term effects of inaction?
- The situation highlights the need for immediate action, including addressing teacher shortages, providing adequate school resources, and implementing preventative measures against burnout for school principals. Expanding multi-professional teams is also suggested to alleviate the burden on school leadership and teaching staff. The ongoing lack of support increases the risk of burnout and job changes among school principals.
Cognitive Concepts
Framing Bias
The article frames the issue primarily from the perspective of the GEW (teachers' union) and the interviewed politicians, highlighting their concerns and criticisms of the Hessian government. While it includes statistics and mentions alternative perspectives, the overall framing leans towards presenting the situation as a critical problem requiring immediate government action. The headline itself focuses on the threat of burnout, setting a tone of urgency and highlighting the negative aspect of the situation.
Language Bias
The language used is generally neutral and factual, reporting on survey results and statements from various sources. However, phrases like "hochgradig belastet" (highly burdened) and descriptions of principals feeling "underestimated and overworked" could be considered somewhat loaded. More neutral alternatives might include "experiencing high levels of stress" or "facing significant workload pressures".
Bias by Omission
The article focuses primarily on the high workload and burnout risk among school principals in Hesse, Germany. While it mentions teacher shortages, it doesn't delve into the reasons behind the shortages (e.g., low pay, lack of support, or poor working conditions) which could contribute to the principals' burden. Additionally, the article lacks information on support systems or initiatives already in place to address principal burnout within the Hessian education system. This omission limits a comprehensive understanding of the problem and potential solutions.
False Dichotomy
The article doesn't present a false dichotomy, but it implicitly frames the problem as a lack of resources and support for principals and teachers, without exploring other potential contributing factors to the issue.
Gender Bias
The article uses gender-neutral language (*Schulleiter*in*nen*) when referring to school principals, demonstrating sensitivity to gender inclusivity. However, it could benefit from providing a more detailed breakdown of gender representation within the surveyed group of school principals and discussing any gender-related disparities in burnout rates or other relevant factors.
Sustainable Development Goals
The article highlights the high levels of burnout among school principals in Hesse, Germany, due to excessive workload, lack of support, and insufficient resources. This directly impacts the quality of education as stressed and overworked principals are less able to effectively lead their schools and support their teachers. The shortage of teachers and unfilled principal positions exacerbates the problem, leading to poorer educational outcomes. The study's findings reveal a significant negative impact on the well-being of school leaders, which in turn affects their ability to provide quality education.