This study looked at the relationship between administrative support and teacher burnout in two federally funded turnaround middle schools. Teacher burnout indicators include signs of lacking accomplishment, mental and physical fatigue, and depersonalization. Administrative support factors include positive communication, vision, district support, and school support. The major findings of this study showed that school level support played a significant role in predicting teacher burnout. Professional development support played a significant role in predicting teacher burnout, but not to the same extent as school level support. Central office support was not a significant factor in predicting teacher burnout or any burnout sub domains. Recommendations include maintain strong school level administrative support. A school level administrator should focus on implementing professional development that is data based, aligned with the school improvement plan, time appropriate, and differentiated.
","abstract_html":"<p>This study looked at the relationship between administrative support and teacher burnout in two federally funded turnaround middle schools. Teacher burnout indicators include signs of lacking accomplishment, mental and physical fatigue, and depersonalization. Administrative support factors include positive communication, vision, district support, and school support. The major findings of this study showed that school level support played a significant role in predicting teacher burnout. Professional development support played a significant role in predicting teacher burnout, but not to the same extent as school level support. Central office support was not a significant factor in predicting teacher burnout or any burnout sub domains. Recommendations include maintain strong school level administrative support. A school level administrator should focus on implementing professional development that is data based, aligned with the school improvement plan, time appropriate, and differentiated. </p>","abstract_has_math":false,"creators":["Crosby, Kevin Scott"],"institution":"Eastern Kentucky University","degree_name":"Doctor of Education (EdD)","degree_level":"Doctoral's","degree_discipline":"Educational Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T02:15:32Z","subjects":["Administrative Support","Teacher Burnout","Turnaround Schools","Educational Administration and Supervision","Teacher Education and Professional Development"],"languages":[],"rights":["Copyright 2015 Kevin Scott Crosby"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://encompass.eku.edu/etd/355","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Crosby, Kevin Scott"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:publisher","label":"Institution","values":["Encompass Digital Archive, Eastern Kentucky University"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral's"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Eastern Kentucky University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Administrative Support","Teacher Burnout","Turnaround Schools","Educational Administration and Supervision","Teacher Education and Professional Development"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Kevin Scott Crosby"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://encompass.eku.edu/etd/355"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study looked at the relationship between administrative support and teacher burnout in two federally funded turnaround middle schools. Teacher burnout indicators include signs of lacking accomplishment, mental and physical fatigue, and depersonalization. Administrative support factors include positive communication, vision, district support, and school support. The major findings of this study showed that school level support played a significant role in predicting teacher burnout. Professional development support played a significant role in predicting teacher burnout, but not to the same extent as school level support. Central office support was not a significant factor in predicting teacher burnout or any burnout sub domains. Recommendations include maintain strong school level administrative support. A school level administrator should focus on implementing professional development that is data based, aligned with the school improvement plan, time appropriate, and differentiated.
"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:source","label":"Dc Source","values":["Encompass Digital Archive: Online Theses and Dissertations"]},{"key":"dc:title","label":"Title","values":["The Relationship Between Administrative Support And Burnout In Turnaround Schools"]}]}],"canonical_facts":{"dc:creator":["Crosby, Kevin Scott"],"dc:description.abstract":["This study looked at the relationship between administrative support and teacher burnout in two federally funded turnaround middle schools. Teacher burnout indicators include signs of lacking accomplishment, mental and physical fatigue, and depersonalization. Administrative support factors include positive communication, vision, district support, and school support. The major findings of this study showed that school level support played a significant role in predicting teacher burnout. Professional development support played a significant role in predicting teacher burnout, but not to the same extent as school level support. Central office support was not a significant factor in predicting teacher burnout or any burnout sub domains. Recommendations include maintain strong school level administrative support. A school level administrator should focus on implementing professional development that is data based, aligned with the school improvement plan, time appropriate, and differentiated.
"],"dc:format":["application/pdf"],"dc:identifier":["https://encompass.eku.edu/etd/355"],"dc:publisher":["Encompass Digital Archive, Eastern Kentucky University"],"dc:rights":["Copyright 2015 Kevin Scott Crosby"],"dc:source":["Encompass Digital Archive: Online Theses and Dissertations"],"dc:subject":["Administrative Support","Teacher Burnout","Turnaround Schools","Educational Administration and Supervision","Teacher Education and Professional Development"],"dc:title":["The Relationship Between Administrative Support And Burnout In Turnaround Schools"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["Doctoral's"],"thesis:degree_name":["Doctor of Education (EdD)"],"thesis:institution_name":["Eastern Kentucky University"]},"updated_at":"2026-07-24T02:15:32Z"}