Date of Award

2026

Document Type

Dissertation

Degree Name

Psychology (Ph.D.)

Department

Psychology

First Advisor

Imad Zaheer

Second Advisor

Mark Terjesen

Third Advisor

Lauren Moskowitz

Abstract

Burnout is an issue that affects those in numerous occupational settings and comes with tremendous risks for physical and psychological consequences (Edú-Balsania et al., 2022). Burnout is defined as one’s psychological response to chronic work stressors that can cause cognitive, emotional, or physical health damage (Maslach & Leiter, 2016). Decades of research have identified numerous risk factors for burnout across occupations. Risk factors include job and personal values, workload, lack Burnout is an issue that affects those in numerous occupational settings and comes with tremendous risks for physical and psychological consequences (Edú-Balsania et al., 2022). Burnout is defined as one’s psychological response to chronic work stressors that can cause cognitive, emotional, or physical health damage (Maslach & Leiter, 2016). Decades of research have identified numerous risk factors for burnout across occupations. Risk factors include job and personal values, workload, lack of community, and sense of fairness and control (Maslach & Leiter, 2016). Leadership styles have been identified as a significant factor in the prevalence of burnout among teachers. One factor of leadership that can potentially impact burnout rates in organizations is leadership style. However, most literature on leadership styles and burnout focuses on professions such as healthcare. The aim of this present study was to (1) determine if low teacher's perceptions of leadership support associated with higher burnout levels among teachers within the three burnout scales on the Maslach Burnout Inventory- Educators’ Scale (MBI-ES), and (2) if low teacher's perceptions of leadership support are associated with a burnout profile. Utilizing a quantitative descriptive design, participants (n = 66), identifying as K-12 full-time educators, were asked to complete an online questionnaire measuring burnout, perceived leadership communication, and perceived leadership support. Results indicated that school administrative support was negatively, but not significantly, associated with the burnout profile (OR = 0.78, 95% CI [0.39, 1.50]) after adjustment for relevant covariates. However, a second logistic regression analysis indicated that perceived administrative sensitivity was a significant predictor of the presence of a burnout profile. Specifically, higher levels of perceived administrative sensitivity were associated with lower odds of meeting criteria for burnout (OR = 0.57, 95% CI [0.33, 0.95]). This suggests that educators who perceive greater responsiveness and support from school administration may be less likely to experience burnout. Linear regressions revealed a negative, but not significant, association between school administrative support and emotional exhaustion (b = -2.46, 95% CI [-6.00, 1.70]), after adjustment for relevant covariates. Similar results were observed for depersonalization and reduced personal accomplishment.

Download

Included in

Psychology Commons

Share

COinS