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|Title: ||Factors Related to Burnout in North Carolina Public School Teachers|
|Authors: ||Gates, Carmaletta Harris|
|Advisors: ||Colleen Wiessner, Committee Member|
Lance Fusarelli, Committee Member
Terrance O'Brien, Committee Member
Duane Akroyd, Committee Chair
|Keywords: ||teaching working conditions|
|Issue Date: ||9-Nov-2007|
|Discipline: ||Adult and Community College Education|
|Abstract: ||The intent of this study was to propose and test a conceptual model based on Maslach's theory of burnout that would identify factors in teacher working conditions that influenced burnout components in North Carolina public school teachers, as well as to determine current burnout levels for North Carolina public school teachers.
Research questions focused on determining current levels of emotional exhaustion, depersonalization, and personal accomplishment of North Carolina public school teachers and determining the predictive ability of the independent variables of social support, classroom climate, and demographic variables. T-tests based on the responses of 307 North Carolina public school teachers, found these teachers to be slightly more emotionally exhausted than teachers in the Maslach Burnout Inventory (MBI) 1996 norms. North Carolina teachers were significantly less depersonalized and had significantly higher scores on personal accomplishment than the teachers in the 1996 MBI norms. Multiple regression analysis found emotional exhaustion, depersonalization, and personal accomplishment to be significantly predicted by guidance, having access to advice or information within the school; reassurance of worth, having a perception of other's recognition of their competence, skill, and value; and years of teaching experience. Environment, having positive learning environments exist within the school and classroom, significantly predicted depersonalization and personal accomplishment. Order, having orderly classroom and well behaved students, and leadership, having administrators who provide instructional leadership within the school and classroom also significantly predicted depersonalization. Workload, the number of students a teacher worked with daily, was also a significant predictor of depersonalization.
The model was moderately effective at predicting emotional exhaustion (21%), depersonalization (23%), and personal accomplishment (23%). Findings, supported by current research, call for greater administrative support and mentoring of teachers, better recognition of teacher competence, creation of positive learning environments, greater teacher retention efforts, and smaller class size. Proactive approaches for preventing teacher burnout are suggested.|
|Appears in Collections:||Dissertations|
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