Factors of Burnout That Impact Self-Efficacy of Special Education Teacher in Texas Urban School Districts

Autor/in	Arismendi, Jennifer
Titel	Factors of Burnout That Impact Self-Efficacy of Special Education Teacher in Texas Urban School Districts
Quelle	(2023), (144 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Texas A&M University - Corpus Christi
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-9160-8
Schlagwörter	Hochschulschrift; Dissertation; Special Education Teachers; Urban Schools; Teacher Burnout; Self Efficacy; Predictor Variables; Emotional Response; Fatigue (Biology); Success; Measures (Individuals); Self Concept Measures; Teacher Persistence; Faculty Mobility; Teaching Conditions; Texas; Maslach Burnout Inventory; Teachers Sense of Efficacy Scale + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Burnout-syndrom; Burnout; Burnout-Syndrom; Self-efficacy; Selbstwirksamkeit; Prädiktor; Emotionales Verhalten; Fatigue; Ermüdung; Erfolg; Messdaten; Lehrbedingungen; Unterrichtsbedingungen
Abstract	Due to the current shortage of special education teachers and the rising concerns over attrition and retention, it is important to understand what is contributing to teacher burnout and self-efficacy. This purpose of this quantitative, non-experimental, cross-sectional, predictive study was to determine if there was a predictive relationship between the independent variables of emotional exhaustion, depersonalization, and personal accomplishment and the dependent variable of self-efficacy. The theoretical frameworks used in this research were Maslach's burnout theory and Bandura's self-efficacy theory. The sample consisted of 89 certified special education teachers who were currently employed in a Texas urban school district. Participants completed a demographic questionnaire, along with the Maslach Burnout Inventory-Educator Survey and the Teachers' Sense of Efficacy Scale (short form). Multiple linear regression was used to analyze the data. The results indicated a statistically significant relationship for emotional exhaustion and personal accomplishment. A significant regression equation was found (F(3, 85) = 9.420, p < 0.001), with an R[superscript 2] of 0.250. The negative correlation between the variables of burnout and self-efficacy potentially impacts special education teacher retention and attrition. The results did not indicate a statistically significant relationship for depersonalization. The correlation between burnout and self-efficacy has been noted in previous studies. [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