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.
attrition, mixed-methods, emotional exhaustion, self-efficacy, administration, workload
Teaching, Learning and Teacher Education
Level of Degree
Teacher Education, Educational Leadership & Policy
First Committee Member (Chair)
Second Committee Member
Third Committee Member
Fourth Committee Member
Nance, Raymond. "The Role Of Self-Efficacy And Emotional Exhaustion In Teacher Considerations Of Job-Related Stressors And Attrition: A Mixed-Methods Study." (2022). https://digitalrepository.unm.edu/educ_teelp_etds/369