Browsing by Subject "teacher burnout"
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Item An analysis between teacher trust in the principal and teacher burnout as identified by teachers in selected Texas public schools(Texas A&M University, 2006-04-12) Ceyanes, Jason W.Developing trusting relationships and reducing teacher burnout are two pressing issues that principals and superintendents confront on a daily basis in public schools. With the increasing demands of state mandated testing, No Child Left Behind, and improving standards for all students, principals and superintendents need to understand the relationship between the factors that influence student performance and a positive learning environment. The purpose of this study was to analyze teacher trust in the principal and teacher burnout as identified by teachers in selected Texas public schools. In this study, a cross-tabulation of teacher burnout by teacher trust in the principal indicated a moderate to strong association between the two variables. The Pearson product-moment correlation produced a strong, positive correlation of 0.61 (p<0.01) between teacher trust in the principal and teacher burnout. In addition, teachers who indicated low trust in the principal are about 28 percent more likely to experience high teacher burnout. In fact, out of the 315 teachers who completed this survey, not one teacher who reported high teacher trust in the principal scored high on teacher burnout. Next, the researcher explored how selected demographic variables influenced the teacher trust-burnout relationship. According to this study, the number of years that the teacher has worked with the principal has a strong influence on the teacher trust-burnout relationship, and the teacher??s age and the teacher??s experience have a moderate effect. In addition, teacher gender appears to have a slight effect on the teacher trust-burnout relationship, and principal gender, principal age, and principal race appear to not affect the teacher trust-burnout relationship at all. The researcher was unable to draw any conclusions on the influence of teacher race on the teacher trust-burnout relationship due to the small number of African American, Hispanic, Asian, and other race teacher respondents. Finally, the multivariate regression analysis suggested that teacher trust in the principal and the demographic variables in this study account for nearly 40 percent of the variance for teacher burnout. The results of this study suggest that principals must focus on developing trusting relationships with their teachers to reduce teacher burnout.Item Performance Goal Practices: Characteristics of Teacher Usage and Implications for Social Relationships in Elementary School Classrooms(2012-10-19) Peterson, LisaPerformance goal practices have been linked to negative behavioral and emotional outcomes in students. Despite this, little research has been done to understand what leads teachers to use these practices. Additionally, while there is significant research on individual characteristics of students based on their placement in classrooms with high or low performance goal practices, there is a lack of research on how these practices affect their social relationships. These questions were examined in this two journal article dissertation. In the first study, 461 elementary teachers were surveyed on their use of performance goal practices, as well as their years of teaching experience. They were also asked to determine the number of students who drained their energy, a measure of teacher perceived stress. Finally, students from these classrooms were surveyed using peer nominations to determine the number of aggressive students in each classroom, a measure of stress exposure. Multiple regression analyses were used to evaluate what elements of teacher stress might predict the use of performance goal practices in elementary classrooms. In the second study, 576 elementary teachers were surveyed on use their performance goal practices. Students were assessed on their ability in reading and math, and peer nominations were used to determine to what degree each student was accepted by their peers. Hierarchical linear modeling was used to determine whether the use of performance goal practices moderated the relationship between academic achievement and peer acceptance. Results from the first study indicate that teacher perceived stress and years of experience are predictors of the use of performance goal practices. Results from the second study indicate that in lower elementary classrooms only, the relationship between math achievement and peer acceptance was stronger in classrooms where the teachers reported a higher use of performance goal practices. Overall, these studies suggest that teachers who perceive more stress are more likely to use classroom practices that do not lead to optimal outcomes for their students. Results also demonstrate that for younger elementary students, these practices inform their decisions about classmates' likeability, which could be harmful to the social status of lower achieving students.