Date of Award

2020

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

Teaching, Learning, and Educational Leadership

Second Advisor

Stella Ann Burns

Department Affiliation

Teaching, Learning, and Educational Leadership

Third Advisor

Deborah L. West

Department Affiliation

Teaching, Learning, and Educational Leadership

Abstract

This study explores the relationship between teacher caring, teacher job satisfaction, and burnout in Kentucky alternative school teachers. The methodology was a cross-sectional, correlational web-based survey. Instrumentation included the Copenhagen Burnout Inventory (CBI), Teven’s Teacher Self-Report of Caring Survey, and the Teacher Job Satisfaction Scale (McCroskey’s Generalized Belief Measure). The independent variables were the three sub-dimensions of the CBI: Personal Burnout, Work Related Burnout, and Client Related Burnout. The dependent variables were Teacher Caring and Teacher Job Satisfaction. For context, teachers were asked about the size, location, and type of school they served, and the length of their teaching experience in regular and alternative schools. Descriptive analysis, ANOVA, and regression analyses were completed. Findings indicated that caring was not related to burnout, and that burnout and teacher job satisfaction have a weak negative relationship. This research might add to the sparse amount of literature related to teacher caring, teacher job satisfaction, and burnout in alternative schools. Keywords: burnout, caring, Copenhagen Burnout Inventory, job satisfaction

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