The Relationship Between Certification Type and Burnout, Perceived Support, Job Satisfaction, and Life Satisfaction in Special Education Teachers
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D)
Department
Psychology and Special Education
Date of Award
2018
Abstract
The purpose of this study was to determine if burnout, perceived support, job satisfaction, and life satisfaction would predict whether a special education teacher received certification through an alternative program or a traditional 4-year University program. It was hypothesized that teachers who received their certification through an alternative program would report higher levels of burnout and lower levels of perceived support, job satisfaction, and life satisfaction. The overall results of the study were not significant; scores on the instruments did not predict which type of certification the teachers held. The data did, however, indicate that all teachers in this sample had high levels of emotional exhaustion and moderate levels of depersonalization, which have implications for teacher retention.
Advisor
Jennifer L. Schroeder
Subject Categories
Psychology | Social and Behavioral Sciences
Recommended Citation
Casteel, Claire, "The Relationship Between Certification Type and Burnout, Perceived Support, Job Satisfaction, and Life Satisfaction in Special Education Teachers" (2018). Electronic Theses & Dissertations. 452.
https://digitalcommons.tamuc.edu/etd/452
