School of Education


Doctor of Philosophy in Education (PhD)


Constance Pearson


Burnout, Cynicism, Exhaustion, Personal Accomplishment, Teachers


Education | Educational Leadership


The purpose of this study was to examine the difference between the Maslach Burnout Inventory-Educators Survey (MBI-ES) scores of traditional public school teachers and those of public charter school teachers as measured by the three subscale levels of exhaustion, depersonalization, and personal accomplishment. A sample of 138 teachers from two school districts in North Carolina participated in this study by completing a demographic questionnaire and the MBI-ES. The total number of public schools in both districts totaled 118 and over 10 charter schools. The overall results of the independent t-tests indicate that there is no significant difference between traditional public (TPS) teachers and public charter school (PCS) teacher’s burnout scores. However, based on the results included in this study, it can be concluded that both TPS teachers and PCS teachers experience a high level of self-esteem and a sense of achievement in the workplace. Public charter school teachers showed a slightly higher score on this subscale. Findings are presented and discussed with a recommendation that further research provides a robust and expansive study of the impact of teacher burnout on the mental well-being and sustainability of teachers in public, charter, and private school settings.