Thesis (D. Min.)--Boston University, 2002. / Abstract. Includes bibliographical references (leaves 212-221).

Thesis (Ed. D)--Boise State University, 2002. / Includes abstract. Includes bibliographical references (leaves 141-153). Also available online via the ProQuest Digital Dissertations database.

This study explores the role of exercise and nutrition in burnout rates of social workers. Through convenience and snowball sampling 100 workers were asked to complete a questionnaire, with 82 returned. Burnout was assessed on three subscales, Emotional Exhaustion (EE), Depersonalization (DP) and Personal Accomplishment (PA), using the Maslach Burnout Inventory (MBI). The exercise questions were adapted from Canada's Physical Activity Guide of Healthy Living. The nutrition questions were adapted from Healthy Eating Worksheet from the Canadian Cancer Society. Those employed in child welfare had significantly higher levels of EE and DP and significantly lower levels of PA. Results of a multiple regression analysis indicated that higher exercise scores were significantly related to lower levels of EE. Higher nutrition scores were significantly related to lower levels of EE, and DP, and higher levels of PA. These effects were found even when setting was controlled for.

The research was aimed at investigating the effects of teacher burnout in community junior secondary schools in the Southern Region of Botswana. The research question focused on investigating the effects of teacher burnout on teacher performance, physical wellbeing and social interaction with colleagues and community. To investigate these effects the researcher started by identifying the causes of teacher burnout and then obtained responses from school teachers on how teacher burnout is affecting them. Some possible remedies and preventative/control measures were also suggested. A sample of l 00 teachers and administrators was chosen at random from both rural and urban-based schools in the Southern District of Botswana. The findings revealed that the majority of teachers (96%) indicated that teacher burnout is caused by poor career opportunities in the teaching field. 92% cited work overload as another cause of teacher burnout. The same proportion blame poor work relations as another cause of teacher burnout. The findings also revealed how teacher burnout can be prevented/controlled. The majority of teachers agreed (92%) that teacher burnout can be prevented/controlled by discussing problems with professional colleagues whist 89% agreed that teacher burnout can be prevented by organizing time and setting priorities. All (100"/o) of respondents agreed that school administrators can assist teachers prevent/control burnout by providing more paraprofessionals/support staff/clerical assistants and 99% agreed that providing more educational opportunities to learn about students with behavioural disorders and program action. 64% of respondents agreed that if left unattended, teacher burnout can lead to low productivity of the teacher. 75% of respondents agreed that if teacher burnout is left unattended it can lead to poor performance in terms of school results. The majority of teachers agreed that parents have a role to play on the issue of teacher burnout. / (M. Ed.) North-West University, Mafikeng Campus, 2006

The work of balancing the role of child welfare worker and mother is often a challenging one, particularly during times of high stress. In this study six women with young children employed in children welfare settings were interviewed about their experience of burnout. The interviews explored their understanding and personal experience of combining both motherhood with their employment as child welfare workers. The centrality of supportive supervision in modifying the experience of burnout is addressed. The unpredictability, responsibility and risk women face in front line child welfare produces extreme stress, which often becomes extremely difficult to manage, in particular when coupled with the task of raising young children.

Zugl.: Halle (Saale), Univ., Diss., 2004

Zugl.: Berlin, Techn. Univ., Diplomarbeit

Universiẗat, Diss.--Düsseldorf.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, 2006. / Includes bibliographical references (leaves 230-237).

Thesis (D.Min.)--Liberty University, 2009. / Includes bibliographical references.