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Relationship Between Perceived Teacher Burnout and District Provided Supports.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Relationship Between Perceived Teacher Burnout and District Provided Supports./
Author:	Hoerner, Cortney.
Description:	1 online resource (68 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: B.
Contained By:	Dissertations Abstracts International84-12B.
Subject:	Psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9798379696436

Relationship Between Perceived Teacher Burnout and District Provided Supports.
Hoerner, Cortney.

Relationship Between Perceived Teacher Burnout and District Provided Supports. - 1 online resource (68 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: B.

Thesis (Psy.D.)--Roberts Wesleyan College (Rochester), 2023.

Includes bibliographical references

Administrators in the Alden Central School District have been informed through observation and report that teachers in their district are experiencing high levels of stress and resulting burnout. This study addressed four questions pertaining to burnout and the use of district-provided resources among Alden Central School District teachers. 130 consent forms were distributed to all general education, special education, and special area teachers to enlist participants in the study. 26 teachers participated: 16 general education teachers, three special education, and seven special area teachers. The teachers were asked to fill out basic demographic information, the Maslach Burnout Inventory, and a researcher designed questionnaire that invited written commentary. All responding teachers in the Alden Central School District acknowledged that they experienced at least one area of burnout at a moderate to high degree. There were no significant differences noted between the three types of teachers (general education, special education, special area teacher) regarding perceived level of stress or type of burnout. Very few teachers in this district utilized district resources. Most teachers indicated that administration could help alleviate their burnout by increasing planning time, allowing mental health issues to be counted as a sick day, and decreasing their workload. They encouraged administrators to be better listeners, more empathetic, more personally supportive, and more accessible for conversation. Future research could include semi-structured teacher interviews to expand one's understanding of the lived experiences of teachers under duress. Future efforts by the Alden Central School District should focus on better communication between teachers and building administrators, as well as collaboration between the superintendent and the teachers' union that could assist in the development of effective and better-used district-provided resources.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379696436Subjects--Topical Terms:

555998
Psychology.
Subjects--Index Terms:

Employee assistance programIndex Terms--Genre/Form:

554714
Electronic books.

Relationship Between Perceived Teacher Burnout and District Provided Supports.
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504 $a Includes bibliographical references
520 $a Administrators in the Alden Central School District have been informed through observation and report that teachers in their district are experiencing high levels of stress and resulting burnout. This study addressed four questions pertaining to burnout and the use of district-provided resources among Alden Central School District teachers. 130 consent forms were distributed to all general education, special education, and special area teachers to enlist participants in the study. 26 teachers participated: 16 general education teachers, three special education, and seven special area teachers. The teachers were asked to fill out basic demographic information, the Maslach Burnout Inventory, and a researcher designed questionnaire that invited written commentary. All responding teachers in the Alden Central School District acknowledged that they experienced at least one area of burnout at a moderate to high degree. There were no significant differences noted between the three types of teachers (general education, special education, special area teacher) regarding perceived level of stress or type of burnout. Very few teachers in this district utilized district resources. Most teachers indicated that administration could help alleviate their burnout by increasing planning time, allowing mental health issues to be counted as a sick day, and decreasing their workload. They encouraged administrators to be better listeners, more empathetic, more personally supportive, and more accessible for conversation. Future research could include semi-structured teacher interviews to expand one's understanding of the lived experiences of teachers under duress. Future efforts by the Alden Central School District should focus on better communication between teachers and building administrators, as well as collaboration between the superintendent and the teachers' union that could assist in the development of effective and better-used district-provided resources.
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653 $a Teacher burnout
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653 $a General education
653 $a Building administrators
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