Date

11-2018

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Sarah Hutter

Keywords

Teacher Burnout, Self Efficacy, Title I School, Title I Focus School

Disciplines

Education | Educational Leadership | Elementary Education

Abstract

Educational research has identified the importance of understanding the relationship between teacher burnout and teacher self-efficacy. Previous studies examined the relationship of teacher burnout to teacher self-efficacy, more focused research is needed in order to understand the relationship in regards to teaching in Title I and Title I Focus schools. This quantitative correlational study examined the relationship between teacher burnout and self-efficacy for teachers working in Title I and Title I Focus schools. This study also investigated which factors predicted burnout. A convenience sample of 87 teachers from four urban Georgia elementary Title I and Title I Focus schools with similar demographics during the 2017-2018 school year participated in the study by taking the Teachers’ Sense of Efficacy Scale (TSES) to measure self efficacy and the Maslach Burnout Inventory (MBI) to measure burnout. Pearson Product Moment Correlations and standard multiple regression analyses were used to determine the factors that predicted burnout on the dimensions of emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA) in elementary teachers. The study found a significant correlation between teacher burnout and self-efficacy for teachers working in Title I and Title I Focus schools. Significant relationships were determined through the data analysis of teacher burnout and self-efficacy, Title I schools, and Title I Focus schools. Results of the study support additional research to deepen the understanding of teacher burnout and self-efficacy in schools.

Download

Share

COinS