Age Differences in K-8 Teacher Burnout

Autor/in	Herskowitz, Joseph
Titel	Age Differences in K-8 Teacher Burnout
Quelle	(2023), (102 Seiten) PDF als Volltext Verfügbarkeit Psy.D. Dissertation, Touro University Worldwide
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1189-3
Schlagwörter	Hochschulschrift; Dissertation; Age Differences; Teacher Burnout; Teacher Attitudes; Predictor Variables; Measures (Individuals); Stress Variables; Anxiety; Prevention; Kindergarten; Elementary School Teachers; Middle School Teachers; Teacher Characteristics; Teaching Experience; Instructional Program Divisions; Correlation; Public Schools; Private Schools; Special Education Teachers; Gender Differences; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Age; Difference; Age difference; Altersunterschied; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Lehrerverhalten; Prädiktor; Messdaten; Angst; Prävention; Vorbeugung; Elementary school; Grundschule; Volksschule; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Korrelation; Public school; Öffentliche Schule; Private school; Privatschule; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Geschlechterkonflikt
Abstract	Teacher burnout can affect many aspects of the educational system. Because of the effects of the coronavirus pandemic, teacher burnout, stress, and anxiety increased. It can be important to further assess potential predictor variables and adapt as needed. This study aims to focus on Age as a predictor variable for teacher burnout to help expand the scope of predictor variables that can be used to help prevent and decrease burnout among K-8 teachers. Additionally, other individual differences among K-8 teachers are tested and analyzed as background variables to help identify potential predictor variables for further research. The data from this research was collected through the Maslach Burnout Inventory Educators Survey and additional demographic questions. Using a quantitative methodology, data were analyzed by testing age through three linear regressions corresponding to the three dimensions of burnout (Emotional Exhaustion, Depersonalization, and Personal Accomplishment). Background variables (Gender, Years of experience, Grade(s) taught, Private or Public School, General or Special Education) were analyzed by testing them across the three dimensions of burnout using a series of ANOVAs. This study found that Age can have a statistically significant correlation with the Depersonalization (F = 17.775, p = < 0.001) and Personal Accomplishment (F = 5.119, p = < 0.05) dimensions of burnout among K-8 teachers. Gender differences were also found to be statistically significant in the Depersonalization dimension (F = 3.868, p = < 0.05). These findings indicate that schools, policymakers, teachers, and researchers can use age to predict teacher burnout among K-8 teachers. Future research can progressively expand upon this study's findings to potentially identify more predictors and help guide schools, policymakers, and teachers on how to implement best practices. Overall, this research can help both scholars and practitioners better understand teacher burnout and how to prevent and decrease it for K-8 teachers. [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	2024/1/01