Burnout of regular and special education elementary teachers and relationships to teacher personality typologies and perceptions of organizational climate
This study sought to examine relationships among teacher burnout (both regular and special education teachers), teacher personality type and teacher perceptions of organizational climate. Burnout was assessed by the administration of the Maslach Burnout Inventory. Personality characteristics were identified by the Heath Typology Assessment Instrument. School climate was assessed by the administration of the Organizational Climate Description Questionnaire-Rutgers Elementary. Data were collected by dissemination of surveys to teachers in six elementary schools in a central Florida school district. Surveys consisted of the three instruments along with demographic questions. Pearson product-moment correlations and analysis of variances were used to analyze data. A maximum likelihood interbattery factor analysis was also performed to assess latent dimensionality (values greater than .3 were considered salient. Analysis of data revealed few significant interactions and associations on a superficial level. On a latent level, however, a relationship appears to be operating among organizational climate, personality and burnout.
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Bozeman, William C.
Doctor of Education (Ed.D.)
College of Education
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Dissertations, Academic -- Education; Education -- Dissertations, Academic
Kohlman, Elaine, "Burnout of regular and special education elementary teachers and relationships to teacher personality typologies and perceptions of organizational climate" (1991). Retrospective Theses and Dissertations. 3863.