Date of Award

January 2015

Degree Type

Open Access Dissertation

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership and Policy Studies

First Advisor

Charles S. Hausman

Department Affiliation

Educational Leadership and Policy Studies

Second Advisor

Robert Biggin

Department Affiliation

Educational Leadership and Policy Studies

Third Advisor

James R. Bliss

Department Affiliation

Educational Leadership and Policy Studies

Abstract

This study looked at the relationship between administrative support and teacher burnout in two federally funded turnaround middle schools. Teacher burnout indicators include signs of lacking accomplishment, mental and physical fatigue, and depersonalization. Administrative support factors include positive communication, vision, district support, and school support. The major findings of this study showed that school level support played a significant role in predicting teacher burnout. Professional development support played a significant role in predicting teacher burnout, but not to the same extent as school level support. Central office support was not a significant factor in predicting teacher burnout or any burnout sub domains. Recommendations include maintain strong school level administrative support. A school level administrator should focus on implementing professional development that is data based, aligned with the school improvement plan, time appropriate, and differentiated.

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