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Dissertation
Impact of school facility conditions on burnout in urban PK-12 teachers: a sequential explanatory mixed methods study
Doctor of Education (Ed.D.), Drexel University
Aug 2025
DOI:
https://doi.org/10.17918/00011167
Abstract
Urban school teachers are at a high risk of burnout compared to educators in other settings. Over 30% of urban teachers change schools within a year of arrival, often for schools with a lower percentage of economically, racially, and linguistically diverse students, while 44% quit teaching entirely within five years. Students without consistent teachers experience poor academic outcomes like course failures or lack of reading proficiency. Though facility conditions determine the sensory environment of urban public schools, the way these factors impact teachers' level of burnout has not been well studied. Physical stressors are known to be impactful in the development of physical fatigue and emotional exhaustion, yet existing measures like Maslach's Burnout Inventory focus solely on socio-emotional factors contributing to burnout. Further research is needed to understand how adverse sensory environments in urban public schools impact rates of teacher burnout. The purpose of this explanatory sequential mixed methods study was to examine how facility conditions in urban public high schools impacted teacher burnout. By exploring the experiences of teachers at two school sites related to the impact of sensory stress on their level of burnout, the researcher intended to inform future research on the effects of school facility conditions on staff retention in urban schools. This study used (a) a demographic survey, (b) the Maslach Burnout Inventory-Educator Survey (MBI-ES), (c) the Highly Sensitive Person Scale Survey (HSPS) and (d) focus group interviews to collect participant data.
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Details
- Title
- Impact of school facility conditions on burnout in urban PK-12 teachers
- Creators
- Mary Elizabeth Henry
- Contributors
- Bridget Blakely (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 169 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991022093255204721