Graduate Program

School Psychology

Degree Name

Specialist in School Psychology

Semester of Degree Completion

2018

Thesis Director

Jeffrey R. Stowell

Abstract

This study explored the relationship between stress outcomes, preventive coping, and burnout in a sample of 68 elementary teachers. Teacher training in behavioral modification was also examined due to its established role in teacher stress. Results showed that teachers who had greater demands relative to coping resources were more likely to experience two aspects of burnout; emotional exhaustion and depersonalization. A significant relationship was not found with the third component of burnout, personal accomplishment. Preventive coping resources were found to be associated in the expected direction with all three components of burnout. Those individuals with fewer preventive coping resources exhibited more symptoms of burnout, with more emotional exhaustion, depersonalization, and lowered personal accomplishment. Contrary to predictions, the relationship between stress predictions and burnout was not moderated by the influence of preventive coping among this sample.

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