Date

11-17-2022

Department

School of Behavioral Sciences

Degree

Doctor of Philosophy in Psychology (PhD)

Chair

Kelly Gorbett

Keywords

teacher, self-efficacy, job satisfaction, burnout, COVID-19, pandemic

Disciplines

Psychology

Abstract

Teachers are consistently faced with adversity, which can affect their ability to feel efficacious in their position, causing them to experience a decrease in their job satisfaction and putting them at risk for burnout. Recently, teachers have experienced significant changes in education, as the COVID-19 pandemic has increased illnesses and forced necessary safety adaptions in the educational setting. This study is a quantitative research design. Participants included 40 elementary teachers from Isle of Wight County Schools in Virginia. Participants were provided a link or QR code to access the survey. This study used a Pearson Correlation to measure relationships between teacher self-efficacy, job satisfaction, burnout, and stress from the COVID-19 pandemic. Results from these statistical analyses indicated no significant relationships between teacher self-efficacy, job satisfaction, burnout, and stress from the pandemic, as measured by Likert-scaled surveys. The lack of significant correlations for teacher self-efficacy, burnout, and stress related to the pandemic were likely due to statistical power. Similar results for a larger sample size would have yielded results of stronger statistical significance. While results were not statistically significant, previous research indicates the need to provide teachers positive support, learning opportunities, and an encouraging atmosphere to promote a positive sense of self-efficacy and happiness in the workplace, despite unique adversities, such as the COVID-19 pandemic.

Download

Included in

Psychology Commons

Share

COinS