Date of Conferral
2020
Degree
Ph.D.
School
Psychology
Advisor
Anthony R. Perry
Abstract
Excessive workload, personal stress, and a lack of resources are some of the factors that contribute to teacher stress and burnout. One third of new teachers quit the teaching profession within their first 3 years, half leaving within 5 years, and 10% quitting every year after that. Research has identified a relationship between work stress and burnout among teachers. However, this relationship has not been explored among teachers who have students diagnosed with autism in their classrooms. The purpose of this study was to examine the relationship between teacher job-related stress, burnout, quality of parent-teacher relationships, and teacher self-efficacy among teachers who have students diagnosed with autism in their classrooms. Bandura’s social learning theory was used to guide this research. A convenience sample of 221 secondary education teachers identified through Facebook groups completed an online survey. Multiple regression analyses showed that higher levels of personal accomplishment predicted higher levels of teacher self-efficacy. Higher levels of emotional exhaustion predicted lower levels of teacher self-efficacy. Higher levels of perceived negative interactions with students predicted lower levels of teacher self-efficacy. The results may be used for positive social change by developing strategies to increase positive interactions between teachers and students and acknowledging personal accomplishments of teachers. Administrators and stakeholders may find these strategies reduce levels of burnout and increase self-efficacy of teachers.
Recommended Citation
Shook, Sohna, "Parent-Teacher Relationships of Students Diagnosed With Autism, Job Burnout, and Stress as Predictors of Teacher Self-Efficacy" (2020). Walden Dissertations and Doctoral Studies. 9646.
https://scholarworks.waldenu.edu/dissertations/9646
