ORCID ID

0000-0001-7000-4005

Date Awarded

Summer 2018

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D.)

Department

Education

Advisor

James Stronge

Committee Member

Michael DiPaola

Committee Member

Megan Tschannen-Moran

Abstract

In this study, I explored motivation and burnout of novice (1-3 years of teaching experience) and veteran (10 or more years of teaching experience) teachers of students with Emotional Behavioral Disorders (EBD). The educators who participated in the study work in a regional public day school that serves school districts across a large metropolitan area in the southeastern United States. The study focused on one program within the public day school, which serves students with EBD in self-contained classrooms. Data were collected from semi-structured interviews of teachers who met the experience level of either novice or veteran status. Similar themes emerged throughout the data collected. The most prominent similarities included a perception of unrealistic expectations set by administration, need for increased support, and importance of establishing a routine to effectively disconnect from work. Additionally, there were differences between the groups of teachers interviewed. Novice teachers indicated a need to develop a stronger sense of self-efficacy and direct support from their administrators. Veteran teachers sought more emotional support from their administrators. These findings present an opportunity for the organization to explore ways to address these commonalities and differences being experienced by novice and veteran teachers and to reduce the experience of burnout among teachers of students with EBD.

DOI

http://dx.doi.org/10.25774/w4-tyhp-ja63

Rights

© The Author

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