Term of Award
Spring 2025
Degree Name
Doctor of Public Health (Dr.P.H.)
Document Type and Release Option
Dissertation (restricted to Georgia Southern)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
College of Public Health
Committee Chair
Dziyana Nazaruk
Committee Member 1
Helen Bland
Committee Member 2
Ana Palacios
Non-Voting Committee Member
rcleveland@georgiasouthern.edu
Abstract
The purpose of the concurrent transformative mixed method study was to further explore the determinants of burnout for teachers in Southeast Georgia and better understand how demographic variables, coping strategies, and social support impact emotional exhaustion, depersonalization, and personal achievement. 298 teachers completed the quantitative portion of this study, and from that sample, ten teachers volunteered to participate in virtual interviews. Teaching experience was a recurring factor that significantly affected emotional exhaustion, depersonalization, and personal accomplishment. Interviews revealed the importance of social support in reducing stress. Public health professionals and school administrators should consider interventions that teach a variety of productive coping strategies to reach a broad audience of teachers. Mentorship and support should be provided consistently from administration, and at the peer-to-peer level, to reduce burnout symptoms in teachers, especially novice teachers with less than five years of teaching experience.
Recommended Citation
Weinstein, Jenna N., "Investigating Personal and Interpersonal Factors That Contribute to Teacher Burnout for K-12 Teachers in Southeast Georgia" (2025). Electronic Theses and Dissertations. 2902.
https://digitalcommons.georgiasouthern.edu/etd/2902
Research Data and Supplementary Material
Yes
