Alternatively Certified Teachers and Burnout: Identifying Transactional Factors

• In Event: Moscone Center North Roundtable Session 3
  In Roundtable Session: Teaching in Challenging Times

Abstract

In the United States, teachers are departing from their teaching jobs at high rates. Such districts often turn to fill teaching positions with alternatively certified teachers (ACT) who are more prone to burnout and attrition than their conventionally certified counterparts. A better understanding of the transactional factors leading to burnout is necessary in supporting ACT. The purpose of the present study is to determine if teaching self-efficacy and teachers’ sense of responsibility predict burnout. Survey data was collected from two hundred ACT. Results revealed that the less ACT believed they “could do” or “should do,” the more prone they were to burnout—especially as it pertained to being able to engage students or being responsible for motivating them.

Authors

• Emily A Finney, Cameron University

• Mike Yough, Oklahoma State University