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ERIC Number: ED554626
Record Type: Non-Journal
Publication Date: 2013
Pages: 121
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3030-4719-0
ISSN: N/A
Coping Strategies Title I Teachers Use to Manage Burnout and Stress: A Multisite Case Study
Jeter, Lisa
ProQuest LLC, Ed.D. Dissertation, Northcentral University
Teacher burnout contributes to poor psychological and physical health, absenteeism, early retirement, and leads to inadequate teacher performance with adverse outcomes in student learning and achievement. Effective coping skills have been proposed as possible protectors from the effects of burnout; therefore, examining teachers' coping resources could assist in protecting teachers from the effects of burnout. The purpose of this descriptive multisite case study was to examine the perceptions of teacher work-related stress and burnout and how teachers effectively manage stress and burnout. Teachers from a Title I elementary, middle, and high school in the southern United States who identified themselves as having experienced burnout were invited to participate in the study, explore the research questions concerning the causes of work-related stress and burnout, and indicate their most common methods of coping with stress and burnout. All teachers who experienced burnout were asked to complete the Maslach Burnout Inventory and the Ways of Coping Questionnaire in order to determine how they had suffered from stress and burnout and which methods of coping they used to manage the conditions. In addition, a smaller subset of these teachers was asked to participate in individual interviews and focus groups to discuss their personal experiences related to work-related stress and burnout in detail. Findings showed that all of the participating teachers in the study had suffered from emotional exhaustion at some point in their teaching career and that six of the participants experienced a high level of burnout. The participants reported the use of emotion-focused coping strategies primarily to manage their work-related stress and burnout. Previous research findings propose that teacher burnout is a result of inappropriate coping resources. The county school system that was the focus of this study could assist teachers in management of burnout and stress by offering training or information for using problem-focused coping strategies. If teachers were informed about strategies and developed the skills necessary to enhance their coping skills, conceivably burnout and work-related stress could be reduced. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Elementary and Secondary Education Act Title I
Identifiers - Assessments and Surveys: Maslach Burnout Inventory