Date of Award

12-1989

Degree Name

Doctor of Education

Department

Educational Leadership

First Advisor

Dr. David Cowden

Second Advisor

Dr. Uldis Smidchens

Third Advisor

Dr. Richard Benedict

Abstract

Teachers are experiencing pressures from the demands of educational change required in their profession. The quality of education is reflected by the competency of the teacher. The research suggests that efforts should be directed toward identifying a process for change that will reduce the feelings of burnout which block the energy and enthusiasm needed for change.

This study investigated the question, "Does involvement in a professional development process modify a teacher's perceived feelings of burnout?" The professional development models studied were the Collaborative Curriculum and Professional Development Process (CCPDP), Instructional Theory Into Practice (ITIP), and the Michigan School Improvement Process (M-SIP). It used a self-administered questionnaire based on the Maslach Burnout Inventory (MBI-Educator's Survey, 1988) to measure three aspects of burnout (emotional exhaustion, depersonalization, and personal accomplishment).

The results of analysis of the data were inconclusive. No differences were found between mean change scores of teachers' perceived feelings of burnout prior to involvement and current involvement in a professional development model. No relationship was found relative to length of time in a professional development model and burnout.

Further research is recommended to address the possible pressures of educational change regarding teachers' feelings of burnout and to know what actually happens at the classroom level as individual teachers attempt change.

Access Setting

Dissertation-Open Access

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