Teacher burnout is a human malfunction caused by continued, unresolved, job-related stress that results in once committed, dedicated teachers either abandoning the profession or remaining in the classroom, no longer motivated to provide the effective learning environment they once did for their students. The purpose of this study was to collect data to determine: (1) the degree practicing teachers and principals perceive the principal to be in control of sources of job-related stress that have been identified in the related research and literature; and (2) the degree practicing teachers and principals agree or disagree with the literature concerning the proposed strategies designed for principals to employ in order to reduce teacher job-related stress. The study was envisioned for its implications for Colleges of Education as well as Principal and Teacher Centers concerned with both in-service and pre-service programs. / A survey questionnaire was distributed to the total principal population (N = 110) and a stratified randomly selected sample (N = 893) of the 4,490 teachers in the regular public schools of Escambia, Okaloosa and Santa Rosa counties in the Florida Panhandle. The t-test was employed to determine significant differences between principals' and teachers' responses. A two way analysis of variance (ANOVA) was used to determine if personal characteristics or school demographic variables had a significant effect on participants' responses. / The teacher sample population respondents perceived the principal to have significantly more control over identified sources of stress than did the principal population respondents in this study. Both groups of respondents indicated they "strongly agree" that the principal's successful implementation of the action, emotional and technical support strategies would reduce teacher stress. / Sex was the only variable having a significant effect on responses. This effect was limted to two of four sections of the questionnaire. / Recommendations included pre-service and veteran educators be exposed to planned change efforts designed to increase their awareness level of teachers' and principals' perceptual matches and mismatches regarding the principal's role in teacher job-related stress. These change efforts could be utilized by Colleges of Education in: undergraduate and graduate course work for teachers and principals and collaborative efforts with Teacher Centers, Principal Centers, and other linkage systems involving university and public school personnel. / Source: Dissertation Abstracts International, Volume: 47-07, Section: A, page: 2406. / Thesis (Educat.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75880 |
| Contributors | PAYTON, JOYCE CONNER., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 279 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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