The impact of teaching residency programs on burnout in urban schools

This doctoral research investigates burnout of urban educators in a large southeastern district for a mixed methods study. Research questions one and two investigate demographic and organizational variables to determine if they are predictors of burnout or any of the three subcomponents, respectively. In research question three, teaching residencies were explored to determine if they provide appropriate preparation for teaching in urban schools which can limit burnout of educators. Variable data was collected through surveys and analyzed quantitatively of a sample of 69 urban teachers across 12 schools. For research question four, a subsample of teachers participated in focus groups to reveal subjective opinions, attitudes, and reflections on the experience of teaching in urban schools and the role their preparation played in experiencing burnout. Quantitatively, none of the demographic or organizational variables were predictors for burnout. Teacher preparation program was a significant predictor for personal accomplishment, a subcomponent of burnout. Themes from focus groups included criticism for traditional preparation programs, contrasted by satisfaction from alums of residency programs. In the workplace, urban teachers cited a lack of administrative support as the leading cause of burnout. This research can be used to address inadequacies in teacher preparation programs and influence the development of school level interventions to prevent and mitigate the effects of burnout.

Grantor dc:publisher

University of Tennessee at Chattanooga

Author dc:creator

• Ghazi, Jessica

Contributors dc:contributor

• Rausch, David W.
• Crawford, Beth K.; Banks, Steven R.; Pratt, Allen C.
• College of Health, Education, and Professional Studies

• Teachers--Job stress--Southern States
• Burn out (Psychology)
• Teachers--Training of--Southern States

Licence

• http://rightsstatements.org/vocab/InC/1.0/

Language dc:language

English, eng

Repository record dc:identifier

https://scholar.utc.edu/theses/952

OAI identifier oai:identifier

oai:scholar.utc.edu:theses-2131