Publisher
University of Tennessee at Chattanooga
Place of Publication
Chattanooga (Tenn.)
Abstract
Teacher burnout and stress have been studied at length in the education literature, but industrial-organizational psychologists may have a fresh perspective to offer in regard to understanding and solving the problems that negatively impact the public education system. This study aims to identify the root causes underlying the constructs of stress and burnout through the examination of working conditions that impact teacher absenteeism, turnover, and health outcomes. Additionally, this study will analyze the various predictors of student outcomes, including yearly test scores, absenteeism, and disciplinary referral rates. We will begin by conducting focus groups of teachers from laboratory schools and comparable public schools to gather qualitative data to inform our hypotheses. In the next phase, we will create a tailored survey that thoroughly assesses the working conditions that we hypothesize to be connected to our outcome variables. This survey will be dispersed to teachers state-wide, and from the results, we hope to create a comprehensive model that connects various environmental conditions to student and teacher outcomes and propose interventions.
Date
October 2019
Subject
Industrial and organizational psychology
Document Type
posters
Language
English
Rights
http://rightsstatements.org/vocab/InC/1.0/
License
http://creativecommons.org/licenses/by/4.0/
Included in
Smells like school spirit: The organizational factors affecting targeted student and teacher outcomes
Teacher burnout and stress have been studied at length in the education literature, but industrial-organizational psychologists may have a fresh perspective to offer in regard to understanding and solving the problems that negatively impact the public education system. This study aims to identify the root causes underlying the constructs of stress and burnout through the examination of working conditions that impact teacher absenteeism, turnover, and health outcomes. Additionally, this study will analyze the various predictors of student outcomes, including yearly test scores, absenteeism, and disciplinary referral rates. We will begin by conducting focus groups of teachers from laboratory schools and comparable public schools to gather qualitative data to inform our hypotheses. In the next phase, we will create a tailored survey that thoroughly assesses the working conditions that we hypothesize to be connected to our outcome variables. This survey will be dispersed to teachers state-wide, and from the results, we hope to create a comprehensive model that connects various environmental conditions to student and teacher outcomes and propose interventions.
Department
University of Tennessee at Chattanooga. Dept. of Psychology