corrected, ends in burnout (Hamann, 2000). The “Honeymoon” stage is the first stage of the burnout process. This stage is characterized by actions such as loss of enthusiasm, loss of job satisfaction, and loss of energy. The next stage is known as the “Fuel Shortage” stage, which leads to symptoms such as job inefficiency, fatigue, and/or increased use of alternative outlets (drinking, smoking, drug use) as means of escape. The third stage is met with symptoms such as chronic exhaustion, physical illness, anger and depression. This stage is known as the “Chronic Symptoms” stage. At this third stage, teachers begin to show withdrawal from others, they begin getting ill and missing more work, and their overall attitude towards students, parents, friends, family, and coworkers begins to change for the negative. The fourth stage, the “Crisis” stage, the problems faced by the teacher become more prominent, and the teacher begins to fixate on those issues. Exaggerated illness and anger are dominate in daily routines now for the teacher that reaches this stage. The final stage of teacher burnout is known as the “Hitting the Wall” stage. At this point, the level of stress has become critical to the wellbeing of the teacher. Symptoms of professional incompetence, impaired judgment in situations, accompanied by physical and psychological dysfunction are attributes in the life of the teacher. Ultimately, when a teacher reaches this cycle of stress, withdrawal, and burnout from their job, everyone suffers. PHYSIOLOGICAL RESULTS In addition to mental health, physical health is also considered as a contributing factor to teachers leaving the profession early. Impaired phonation represents the most characteristic teachers' physical disorder because it is directly related to their specific occupational demands when teaching. According to a number of studies at the BioMed Center of Public Health (2006), which were aimed at identifying which occupational groups were at an increased risk of suffering from occupational voice disorders, teachers were found to be particularly vulnerable to
corrected, ends in burnout (Hamann, 2000). The “Honeymoon” stage is the first stage of the burnout process. This stage is characterized by actions such as loss of enthusiasm, loss of job satisfaction, and loss of energy. The next stage is known as the “Fuel Shortage” stage, which leads to symptoms such as job inefficiency, fatigue, and/or increased use of alternative outlets (drinking, smoking, drug use) as means of escape. The third stage is met with symptoms such as chronic exhaustion, physical illness, anger and depression. This stage is known as the “Chronic Symptoms” stage. At this third stage, teachers begin to show withdrawal from others, they begin getting ill and missing more work, and their overall attitude towards students, parents, friends, family, and coworkers begins to change for the negative. The fourth stage, the “Crisis” stage, the problems faced by the teacher become more prominent, and the teacher begins to fixate on those issues. Exaggerated illness and anger are dominate in daily routines now for the teacher that reaches this stage. The final stage of teacher burnout is known as the “Hitting the Wall” stage. At this point, the level of stress has become critical to the wellbeing of the teacher. Symptoms of professional incompetence, impaired judgment in situations, accompanied by physical and psychological dysfunction are attributes in the life of the teacher. Ultimately, when a teacher reaches this cycle of stress, withdrawal, and burnout from their job, everyone suffers. PHYSIOLOGICAL RESULTS In addition to mental health, physical health is also considered as a contributing factor to teachers leaving the profession early. Impaired phonation represents the most characteristic teachers' physical disorder because it is directly related to their specific occupational demands when teaching. According to a number of studies at the BioMed Center of Public Health (2006), which were aimed at identifying which occupational groups were at an increased risk of suffering from occupational voice disorders, teachers were found to be particularly vulnerable to
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