Educator Burnout And Coping Styles: A Case Study

<p>The purpose of this qualitative instrumental case study is to discover the perceptions of high school and middle school teachers in south shore Massachusetts on the extent of workplace burnout they have experienced and to discover whether they are using effective coping styles to prevent burnout. Data was gathered through an anonymous survey composed of short answer and Likert scaled questions and analyzed utilizing Creswell’s 5 Steps (Creswell & Poth, 2018). The anticipated outcome would be two-fold: to improve retention of seasoned teachers and increase awareness for teachers, and to inform school leaders on how to reduce workplace burnout. Seven themes emerged thereby providing insight into the study’s research questions: (a) uncertainty of expectations, (b) causes and feelings of workplace burnout, (c) coping styles, (d) training to help reduce burnout in the workplace, (e) emotional exhaustion), (f) depersonalization, and (g) personal accomplishment. Not only did results of this study reveal participants experienced workplace burnout and utilized effective coping styles to prevent further burnout and stressors but it aligned significantly with literature on similar topics of study. Findings from this study may be useful for teachers in K-12 school systems, persons in school leadership and school administrators.</p>

Name thesis:degree_name

Doctor of Education (EdD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Education

Year dc:date.available

2021

Author dc:creator

• Mendicino, Jennifer

Contributors dc:contributor

• Jacqueline Lookabaugh
• Catherine Stieg
• Claire Kohn

• Education
• Educational Administration and Supervision
• Elementary and Middle and Secondary Education Administration
• Teacher Education and Professional Development

Repository record dc:identifier

https://dune.une.edu/theses/384

OAI identifier oai:identifier

oai:dune.une.edu:theses-1383