More than a buzzword, teacher burnout captures the zeitgeist of the last few years as schools grapple with the challenges of education in a post-COVID-19 pandemic world. Garwood sounds an alarm and issues a call to action to address teacher burnout given its implications on students in general and, more specifically, on its implications for the fidelity of service delivery interventions for those students most in need. Of the malleable factors related to burnout, this article focused on teachers’ capacity to manage classroom behavior and discusses the potential of the Behavioral, Academic, and Social Engagement (BASE) Model to disrupt processes that can lead to teacher burnout. To illustrate the model’s potential, we present perspectives from middle school teachers shared in focus groups about challenging classroom behaviors and their professional development needs, and we discuss how the BASE Model can help address teachers’ capacity for managing their classroom context. Implications for teacher training and supported professionalism to reduce burnout are discussed.

中文翻译：

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提高教师管理课堂行为的能力作为减少倦怠的一种手段：定向咨询、支持的专业精神和 BASE 模型

教师倦怠不仅仅是一个流行词，它抓住了过去几年学校努力应对新冠肺炎 (COVID-19) 大流行后世界教育挑战的时代精神。加伍德敲响了警钟，并呼吁采取行动解决教师倦怠问题，因为它对整个学生产生了影响，更具体地说，它对为最需要的学生提供服务的干预措施的保真度产生了影响。在与倦怠相关的可塑性因素中，本文重点关注教师管理课堂行为的能力，并讨论了行为、学术和社会参与 (BASE) 模型破坏可能导致教师倦怠的过程的潜力。为了说明该模型的潜力，我们介绍了中学教师在焦点小组中分享的关于挑战课堂行为及其专业发展需求的观点，并讨论了 BASE 模型如何帮助提高教师管理课堂环境的能力。讨论了教师培训和支持专业精神以减少倦怠的影响。