Date of Award
Fall 10-31-2022
Degree Type
Dissertation
Degree Name
EdD Education Leadership, Management and Policy
Department
Education Leadership, Management and Policy
Advisor
Jason L Burns, PhD
Committee Member
Kimberly Higdon, PhD
Committee Member
Manuel Gonzalez, PhD
Keywords
burnout, professional learning communities, collaboration, educator, job resources, job burnout
Abstract
Public school teachers daily face high job stress, which puts them at an increased risk of experiencing burnout. Given the negative implications associated with burnout and the lack of research examining burnout and professional learning communities, this study explores the relationship between teacher participation in professional learning communities and burnout. I examine the relationship between professional learning communities and burnout and whether this relationship is sensitive to demographic controls. I used Quantitative methods to measure the relationship between professional learning communities and burnout using dimension reduction, simple regression analysis, multiple regression analysis, and pairwise correlations. I collected survey data from 272 teachers across New York State using a demographic questionnaire, 2020–2021 National Teacher and Principal Survey, Professional Learning Communities Assessment Revised (PLCA-R), and the Maslach Burnout Inventory – Educators Survey (MBI-ES; Maslach & Leiter, 1981).
Recommended Citation
Caminero, Sabrina, "Examining the Link Between Professional Learning Communities and Teacher Burnout" (2022). Seton Hall University Dissertations and Theses (ETDs). 3050.
https://scholarship.shu.edu/dissertations/3050
