Date of Graduation

5-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Health, Sport and Exercise Science (PhD)

Degree Level

Graduate

Department

Health, Human Performance and Recreation

Advisor/Mentor

Gallagher, Kaitlin M.

Committee Member

Niu, Yuanlu

Second Committee Member

Davis, Robert E.

Third Committee Member

Howie-Hickey, Erin K.

Keywords

Educator; Mental Health; Occupational Health

Abstract

Introduction: The COVID-19 pandemic introduced new challenges to teachers and emphasized those already existing in the education system. The increased reliance upon technology and lack of administrative support perceived during distance learning led to lower levels of commitment to teaching and increased levels of teacher burnout. Burnout risk is associated with an increased workload, exhaustion from job demands, cynicism toward the professional community and has been shown to have a negative relationship with well-being. Teachers experiencing burnout are unable to establish positive relationships with students, understand students’ needs, stay in contact with trends in the education field, or provide pedagogically effective lessons. Purpose: The purpose of this dissertation was to explore the perception of burnout among Arkansas teachers during the COVID-19 pandemic and its perceived impact on work behaviors and well-being. Methods: Study 1 implemented grounded theory methodology to analyze qualitative interviews from 25 female K-12 teachers in Arkansas to explore the perception of stress and burnout within this sample. Study 2 involved a thematic analysis of qualitative interviews from 55 STEM teachers in Arkansas aimed at exploring perceptions of stress and burnout within this population and the impact of those factors on discretionary behaviors, such as helping behaviors at work and energy for activities outside of work, and well-being (e.g. sleep hygiene, dietary habits, physical activity levels). Results: Study 1 proposed a systems-based theoretical model describing the relationship between factors contributing to perceived stress and burnout and the resources utilized to cope. Perceived stressors at each ecological level are appraised by participants who determine if they possess adequate coping resources to manage the stressor. Coping resources have the potential to impact the gravity of the threat that a stressor poses and the severity of the perceived stress, acting as potential moderators of the relationship between stressors and the appraisal process and between stress and its outcomes. Study 2 identified 55 emerging themes describing factors potentially contributing to perceived stress and burnout within this sample and the potential impact of those factors on work behaviors and well-being. Further analysis resulted in three overarching themes - lack of time, social support, and work behaviors. This exploratory study provided direction for future work related to holistic teacher well-being. Conclusions: Lack of social and administrative support, heavy workload, modified teaching, and COVID-19 policies contributed to feelings of stress and burnout among teachers in Arkansas during times of crisis. Similarly, factors in the workplace potentially impact energy availability for discretionary behaviors (e.g. activities outside of work, dietary habits, physical activity). This dissertation can potentially be used to inform educational policy change that better suits teacher well-being in and outside of the workplace.

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