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Dissertation
Teacher burnout: causes and projected preventative and curative interventions
Doctor of Education (Ed.D.), Drexel University
Dec 2012
DOI:
https://doi.org/10.17918/etd-4002
Abstract
This mixed methods study examined how teachers at Valley High School internalize the phenomenon of teacher burnout. Teachers at Valley High School are suffering from teacher burnout on a daily basis with little to no support. The teachers at Valley High School were asked to participate in a survey, semi-structured interviews, and class observations. The study was conducted as a mixed-methods study, which offered Valley High School teachers the opportunity to share their thoughts and personal accounts to the phenomenon known as teacher burnout. The mixed-methods study provided the opportunity for triangulation of multiple data sources and evidence sources, as this study utilized teacher personal stories to drive the direction of study, as well as solutions to the problem. The research methodology resulted in two main themes or patterns, and nine variables as part of the two themes: Theme #1. Internal Burnout Factors with variables: Teacher Burnout, Teacher Autonomy, Formal Evaluations, Negative Student Behavior, Teacher Workloads, Principal-Teacher Relationships. Theme #2. External Burnout Factors with variables: School Funding, Budget Cuts, Standardized Testing (School Reform). Numerous recommendations emerged from this study, with the majority of the recommendations suggested for "in house" changes that can be implemented by school site administrators and teachers.
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Details
- Title
- Teacher burnout
- Creators
- Mohammad I. Warrad - DU
- Contributors
- W. Edward Bureau (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 4002; 991014632082604721