The Association between Teacher Burnout and Technology Integration in Title I Schools

Autor/in	Munoz, Berna
Titel	The Association between Teacher Burnout and Technology Integration in Title I Schools
Quelle	(2023), (205 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The University of West Florida
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-0245-4
Schlagwörter	Hochschulschrift; Dissertation; Teacher Burnout; Technology Integration; Educational Legislation; Federal Legislation; Elementary Secondary Education; Low Income Students; Technological Literacy; Technology Uses in Education; Elementary School Teachers; Measures (Individuals); Pedagogical Content Knowledge; Psychological Patterns; Florida; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Burnout-syndrom; Burnout; Teacher; Teachers; Burnout-Syndrom; Lehrer; Lehrerin; Bildungsrecht; Schulgesetz; Bundesrecht; Technisches Wissen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elementary school; Grundschule; Volksschule; Lehrende; Messdaten; Pädagogische Kompetenz
Abstract	When a teacher is burned out, the outcomes can be harmful to the person and the school environment. Burnout leads to higher turnover, job dissatisfaction, absenteeism, a decline in job efficiency, and disengagement. However, there is a lack of research investigating the relationships between instructional practice knowledge and teacher burnout. The purpose of this quantitative correlational study was to investigate the association between the teachers' proficiency in technology-integrated instruction and Maslach's (1982) three dimensions of burnout among teachers in K-8 Title I public schools in Florida. Out of 1,031 teachers, 73 produced a complete data set through convenience sample selection. Pearson product-moment correlation measured the association between technology integration in instructional practices and burnout syndromes. Maslach's burnout theory laid the foundation for the study and assessed burnout in three dimensions: emotional exhaustion (EE), depersonalization (DP), and personal accomplishment (PA). In addition, the Technological Pedagogical Content Knowledge (TPACK) measured the teacher's knowledge of technology, pedagogy, content, and the interactions between them. The results revealed no association between EE and the TPACK variables. In contrast, there was a negative association between the DP, pedagogical content, and technological content knowledge. On the other hand, except for technological knowledge, PA showed significant positive associations with all TPACK variables indicating pedagogical knowledge is crucial in instructional practices and related to teachers' level of burnout. For future research, the study may be expanded to examine the underlying factors that might have affected the results and confirm the results' validity in different demographic areas. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01