The purpose of this research was to explore the nature of teachers’ experiences of burnout and teacher self-efficacy, and the relationship between these two constructs. Although the research has demonstrated a well-established relationship between burnout and teacher self-efficacy, the exact dynamic between these two constructs is open to debate (Skaalvik & Skaalvik, 2010). Additionally, most of the existing research around burnout and teacher self-efficacy is quantitative. Therefore, this study investigated these two constructs qualitatively in order to gain a deeper understanding of the way teachers construct meaning about their experiences of burnout and how they feel, think, and explain their behavior based on their perceptions of their environment and beliefs about their abilities to be successful.
Using in-depth interviews, I conducted a multicase study of three New Hampshire middle school teachers based on the following three research questions: What meaning do three New Hampshire middle school teachers ascribe to their experiences of burnout and teacher self-efficacy? How are burnout and teacher self-efficacy manifested? How are burnout and teacher self-efficacy related?
I analyzed my results using the language and lens of audit. Audit refers to programs and technologies that aim to formalize accountability practices by focusing on standards and outcomes (Power, 1997, as cited in Shore & Wright, 2000). The main premise is that the transplantation of financial accounting practices into fields such as education have redefined accountability and transparency, as well as undermined professional autonomy for teachers – all of which have unintended dysfunctional consequences (Shore & Wright, 2015; Gill, 2009; Taubman, 2009), including burnout. By linking burnout to audit practices, I hope to move the educational psychology literature forward by historicizing and politicizing the cognitive constructs of burnout and teacher self-efficacy.
|Advisor:||Salvio, Paula M.|
|Commitee:||Coppens, Andrew, Onosko, Joseph, Solomon, Hadley, Taubman, Peter|
|School:||University of New Hampshire|
|School Location:||United States -- New Hampshire|
|Source:||DAI-A 79/10(E), Dissertation Abstracts International|
|Subjects:||Education, Educational psychology, Teacher education|
|Keywords:||Audit, Burnout, Neo-liberalism, Teacher self-efficacy|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be