Date
12-2019
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Daniel Baer
Keywords
Teacher Support, School Burnout, Gender Achievement Gap, Male Students
Disciplines
Education | Secondary Education
Recommended Citation
Moots, Travis S., "The Relationships Between School Burnout and Perceived Teacher Support in High School Male Students" (2019). Doctoral Dissertations and Projects. 2253.
https://digitalcommons.liberty.edu/doctoral/2253
Abstract
The purpose of this quantitative correlational research study is to determine if perceived teacher support predicts school burnout in male high school students. High school males from four private high schools in eastern North Carolina and southeast Virginia participated in the study. The predictor variables were overall perceived teacher support, as well as four subcategories (i.e., invested, positive regard, expectations, and accessible) of perceived teacher support. Data was collected by utilizing student surveys to measure each of the variables. The Teacher Support Scale measured perceived teacher support, and the School Burnout Inventory measured school burnout among the high school males. A multiple regression was conducted, and the analysis determined that a statistically significant predictive relationship exists between the predictor variable (perceived teacher support) and the criterion variable (school burnout). The results also indicate that school burnout can be predicted by male students’ perception of the level of closeness between them and their teachers.
