Teacher Education, Educational Leadership & Policy ETDs

Publication Date

Fall 11-1-2022

Abstract

Teacher attrition is a problem currently afflicting classrooms around the world. Emotional exhaustion and teacher self-efficacy have been demonstrated to be factors in attrition. This study assesses the efficacy of potential tools for use in evaluating emotional exhaustion and self-efficacy before problems arise and to guide professional development in efficacious directions.

This parallel-convergent mixed-methods study performed quantitative regression analyses on the joined effects of emotional exhaustion and self-efficacy to assess their potential mediating role between teachers’ job stressors and considerations of leaving the job. The existence of mediation was demonstrated. Qualitative thematic analysis of transcripts from six interviews with current teachers was conducted. Two themes, difficulties with administration and workload, emerged. Integration of the QUANT and QUAL data streams revealed that neither, by itself, generates a complete picture of the teacher experience. Researchers conducting similar studies should consider the use of a mixed-methods approach for a more comprehensive analysis.

Keywords

attrition, mixed-methods, emotional exhaustion, self-efficacy, administration, workload

Document Type

Dissertation

Language

English

Degree Name

Teaching, Learning and Teacher Education

Level of Degree

Doctoral

Department Name

Teacher Education, Educational Leadership & Policy

First Committee Member (Chair)

Karla Kingsley

Second Committee Member

Mia Sosa-Provencio

Third Committee Member

Laura Haniford

Fourth Committee Member

Pisarn Chamcharatsri

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