The Center for Education, Widener University,
One University Place, Chester, PA 19013
Robert Stevens, Ed. D.
October 18, 2004
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edited 12/14/05
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A dissertation completed at
The Center for Education, Widener University, One University Place, Chester, PA 19013 |
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Significant Factors Which Contribute To Teacher Burnout For Untenured Staff In An Urban School Setting Robert Stevens, Ed. D. October 18, 2004 |
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RETURN
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ABSTRACT
According to Bolman and Deal (1997) and their concept of the human resource frame, people represent the most valuable commodity within an organization. Based on this concept, teachers represent the most valuable and costly part of our educational system. Maintaining their well being and assuring their contribution to the education of students should be a primary objective of educational leaders (Maslach & Leiter, 1999).
Maslach, Jackson and Leiter (1996) state that the close examination of teacher burnout is extremely important due to the many educators leaving the profession. Recent research shows that younger teachers are more likely to show signs of burnout than older teachers (Schwab, 1995). Maslach, Jackson and Leiter (1996) suggest that future research should help to identify specific linkages among organizational and personal variables with aspects of burnout at various grade levels.
The purpose of this study was to assess the perceived level of burnout in untenured urban teachers, and to determine what personal and school-related variables were associated with untenured urban teacher burnout (i.e., gender, age, educational level of teacher, years of teaching experience, marital/family status, status of induction program, mentor relationship, teacher personality, school type, class size, student and teacher relationships, administrative support, self-actualization/self-esteem, role conflict, role ambiguity, role overload, and shared decision-making).
The study looked closely from a quantitative stance at the correlation between untenured urban teacher burnout and the personal and school-related variables that are associated with it. The study was conducted utilizing the Maslach Burnout Inventory Educators Survey (MBI-ES) and the Background Data Form (BDF) developed by the researcher. The BDF was used to obtain personal and school-related information. During the study all the untenured teachers from a mid-sized urban school district were asked to complete the MBI-ES and the BDF.
The results of this study indicated that the untenured urban teachers had a significantly lower burnout level than Maslach, Jackson, and Leiter's National Teachers Sample (1996). The study found statistically significant differences in several variables associated with teacher burnout (i.e., gender, teaching experience, teacher personality, student and teacher relationships, self-actualization/self-esteem, school type, role conflict, role ambiguity, role overload, and administrative support).