Date
3-21-2025
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Jeffrey McCarthy
Keywords
emotional intelligence (EI), teacher self-efficacy, teacher burnout, depersonalization, emotional exhaustion, reduced personal accomplishment, elementary teachers, middle school teachers
Disciplines
Education
Recommended Citation
Kutcherman, Ronda L., "The Moderating Effect of Emotional Intelligence on Teacher Self-Efficacy and Burnout" (2025). Doctoral Dissertations and Projects. 6571.
https://digitalcommons.liberty.edu/doctoral/6571
Abstract
The number of teachers who are leaving the profession is exponentially increasing. Teachers are emotionally exhausted. In addition to the professional description and the job demands of teaching are the psychological stresses and emotional strains experienced by many teachers. These stresses and strains are linked to the professional workload that teachers manage daily. Excessive paperwork, attendance at meetings, participation in professional development after school hours, carrying work home, and the expectation to provide instruction for diverse student ability levels or academic needs are part of the workload. This study aimed to measure the moderating effect that emotional intelligence (EI) has on teacher self-efficacy and teacher burnout among elementary and middle (K-8) general education teachers in Arizona. The findings provide evidence for professional development and interventions that focus on building teacher self-efficacy and EI in both novice and veteran teachers, as well as those in teacher preparation programs in an effort to reduce burnout.
