Burnout of regular and special education elementary teachers and relationships to teacher personality typologies and perceptions of organizational climate
Abstract
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.
Notes
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Graduation Date
1991
Semester
Summer
Advisor
Bozeman, William C.
Degree
Doctor of Education (Ed.D.)
College
College of Education
Department
Educational Services
Format
Pages
149 p.
Language
English
Length of Campus-only Access
None
Access Status
Doctoral Dissertation (Open Access)
Identifier
DP0020782
Subjects
Dissertations, Academic -- Education; Education -- Dissertations, Academic
STARS Citation
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.
https://stars.library.ucf.edu/rtd/3863
Accessibility Status
Searchable text