Through the educators’ eyes : a single case study of public-school teachers experiencing burnout amid a pandemic.
| dc.contributor.advisor | LeCompte, Karon N. | |
| dc.creator | Hernandez, Monica L., 1976- | |
| dc.date.accessioned | 2024-07-17T14:01:31Z | |
| dc.date.available | 2024-07-17T14:01:31Z | |
| dc.date.created | 2023-08 | |
| dc.date.issued | 2023-08 | |
| dc.date.submitted | August 2023 | |
| dc.date.updated | 2024-07-17T14:01:31Z | |
| dc.description.abstract | Prior to the COVID-19 pandemic, burnout plagued teachers throughout the world. Common complaints included a lack of resources, increased workload, insufficient support systems, and intense pressures and demands. Prolonged stressors led to feelings of exhaustion, cynicism, and inefficacy. However, once the COVID-19 pandemic hit, it dramatically transformed the face of teaching and brought about new challenges and concerns for educators worldwide. The new challenges included the need for more technology training, support, and equipment, at-home support for younger elementary students, and the need to transform the traditional curriculum into an online format. The new challenges caused an increase in the workload, demands, and pressures placed on teachers. This qualitative single case study explored the experiences of four Northern California teachers teaching across three modalities during the COVID-19 pandemic. The modalities included distance-only, hybrid, and in-person instruction. The theoretical framework used was Maslach’s burnout theory. Maslach’s theory and its three components provided a foundation for the burnout study and a lens to analyze the data. I used purposive, criterion sampling to select the participants and collected data through semi-structured interviews, artifacts, and documentation. Data analysis consisted of reviewing collected data, organizing codes into themes, interpreting, and representing data, and checking for accuracy. The study allowed valuable insight into the experiences of teachers teaching during the COVID-19 pandemic. Participants described experiences added to emerging COVID-19 teacher burnout literature. Participants experienced increased chronic interpersonal stressors, exhaustion, cynicism, and a diminished sense of self-efficacy while teaching across the modalities within their work environment. Participants described hybrid teaching as the most difficult to teach of the three modalities. The study indicated the need for districts to address teacher burnout, teachers’ mental health and well-being, and provide support and training to teachers. Further, the study showed the need for public school districts to improve teacher working conditions and decrease the workload. | |
| dc.format.mimetype | application/pdf | |
| dc.identifier.uri | ||
| dc.identifier.uri | https://hdl.handle.net/2104/12796 | |
| dc.language.iso | English | |
| dc.rights.accessrights | No access – contact librarywebmaster@baylor.edu | |
| dc.title | Through the educators’ eyes : a single case study of public-school teachers experiencing burnout amid a pandemic. | |
| dc.type | Thesis | |
| dc.type.material | text | |
| local.embargo.lift | 2028-08-01 | |
| local.embargo.terms | 2028-08-01 | |
| thesis.degree.department | Baylor University. Dept. of Curriculum & Instruction. | |
| thesis.degree.grantor | Baylor University | |
| thesis.degree.name | Ed.D. | |
| thesis.degree.program | Learning & Organizational Change | |
| thesis.degree.school | Baylor University |
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