Exploring the episodic nature of teachers' emotions as it relates to teacher burnout

Russell L. Carson, Purdue University

Abstract

Using Affective Events Theory (Weiss & Cropanzano, 1996), the purpose of this study was to develop a comprehensive understanding of the dynamics of teacher burnout through the assessment of daily emotional experiences, regulatory processes, and affect driven behaviors. Carried out over two phases, participants included 85 full-time middle school teachers, representing 2 school districts, 8 middles schools from varying locales, and 14 different subject areas. Low, moderate, and high burnout groups were established based on the normative teacher data set from the Maslach Burnout Inventory - Educators Survey. Results from the psychometric instruments distributed in Phase I indicated that high burnout teachers defer to surface acting strategies more than low burnout teachers; reported higher levels of negative affectivity and lower levels positive affectivity than either of the two groups, and were more likely to be teachers of city schools. Afterward, an equal representation of teacher from each burnout group (n = 44) were purposively chosen to participate in Phase 2. Using Ecological Momentary Assessment procedures (Stone & Shiffman, 1994), these teachers carried for 2 weeks a personal journal and a personal digital assistant, programmed to signal four times a day, that assessed daily emotions, events, regulatory strategies, and performance outcomes. Results revealed that daily burnout was positively influenced by teachers' daily burnout level, and associated with negatively perceived work events, frequent and highly intense negative emotions, and moderately frequent but successful attempts at emotionally regulation throughout the work day. Most importantly, daily burnout levels progressively increased throughout the day, and negatively impacted teachers' perceptions of their daily performance. Phase 2 concluded with 16 individual interviews with teachers who equally represented the low, moderate, and high burnout groups. Deductive analysis substantiated all findings from Phase 2, and in some cases added further insight. Overall, the results of this study suggest that immediate emotional experiences and regulation attempts, coupled with the affectivity disposition of a teacher, are highly salient to the development of overall teacher burnout, and in turn, poor teaching performances.

Degree

Ph.D.

Advisors

Templin, Purdue University.

Subject Area

School administration|Occupational psychology

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