Dissertations
Permanent URI for this collectionhttps://hdl.handle.net/1969.6/1139
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Browsing Dissertations by Author "Arismendi, Jennifer"
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Item Factors of burnout that impact self-efficacy of special education teacher in Texas urban school districts(2023-5) Arismendi, Jennifer; Benedetti, Christopher; Elliff, D. Scott; Besinaiz, Ada; Dillard, JeffDue to the current shortage of special education teachers and the rising concerns over attrition and retention, it is important to understand what is contributing to teacher burnout and self-efficacy. This purpose of this quantitative, non-experimental, cross-sectional, predictive study was to determine if there was a predictive relationship between the independent variables of emotional exhaustion, depersonalization, and personal accomplishment and the dependent variable of self-efficacy. The theoretical frameworks used in this research were Maslach’s burnout theory and Bandura’s self-efficacy theory. The sample consisted of 89 certified special education teachers who were currently employed in a Texas urban school district. Participants completed a demographic questionnaire, along with the Maslach Burnout Inventory-Educator Survey and the Teachers’ Sense of Efficacy Scale (short form). Multiple linear regression was used to analyze the data. The results indicated a statistically significant relationship for emotional exhaustion and personal accomplishment. A significant regression equation was found (F(3, 85) = 9.420, p < .001), with an R2 of .250. The negative correlation between the variables of burnout and self-efficacy potentially impacts special education teacher retention and attrition. The results did not indicate a statistically significant relationship for depersonalization. The correlation between burnout and self-efficacy has been noted in previous studies.