A Quantitative Study Examining Teacher Stress, Burnout, and Self-Efficacy

Autor/in	Stephenson, Timar D.
Titel	A Quantitative Study Examining Teacher Stress, Burnout, and Self-Efficacy
Quelle	(2012), (152 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2677-9161-0
Schlagwörter	Hochschulschrift; Dissertation; Statistical Analysis; Stress Variables; Scores; Correlation; Teacher Burnout; Self Efficacy; Public School Teachers; Foreign Countries; Measures (Individuals); Gender Differences; Teacher Attitudes; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Statistische Analyse; Korrelation; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Self-efficacy; Selbstwirksamkeit; Ausland; Messdaten; Geschlechterkonflikt; Lehrerverhalten
Abstract	The purpose of this quantitative, correlational study was to examine the relationships between stress, burnout, and self-efficacy in public school teachers in the Turks and Caicos Islands. The Teacher Stress Inventory was used to collect data on teacher stress, the Maslach Burnout Inventory Educators Survey was used to obtain data on teacher burnout, and the Teacher Sense of Efficacy Scale was used to collect data on self-efficacy. The data were analyzed through descriptive statistics, resulting in descriptions of the demographic and background characteristics of the sample (n = 178) and the five composite variables. The two inferential tests used in this study consisted of the Pearson correlation coefficient and the independent samples t test. The results of the analysis indicate that teacher stress scores are positively correlated with emotional exhaustion scores (r = 0.60; p < 0.001) and with depersonalization scores (r = 0.44; p < 0.001) and negatively correlated with personal accomplishment scores (r = -0.17; p = 0.025). Teachers' self-efficacy scores are negatively correlated with emotional exhaustion scores (r = -0.36; p < 0.001) and depersonalization scores (r = -0.53; p < 0.001) and positively correlated with personal accomplishment scores (r = 0.37; p < 0.001). Other key findings from the analysis include that male and female teachers do not significantly differ in terms of stress, burnout (as measured by emotional exhaustion, depersonalization, and personal accomplishment), or self-efficacy. Additionally, expatriate and local teachers do not significantly differ in terms of stress, burnout (as measured by emotional exhaustion, depersonalization, and personal accomplishment), or self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10