EXPERIENCE OF BURNOUT AMONG EDUCATIONAL LEADERSHIP DOCTORAL CANDIDATES

Presenter Information

RON AZOULAYFollow

Advisor Information

Kay A. Keiser

Location

MBSC 201

Presentation Type

Poster

Start Date

6-3-2020 12:30 PM

End Date

6-3-2020 1:45 PM

Abstract

The purpose of this study was to determine if candidates pursing doctorate degrees in educational leadership experiencing burnout. The dissertation addresses the phenomenon of job burnout, which is a response to prolonged chronic emotional and interpersonal stressors at the work environment. Doctoral candidates are prime candidates for experiencing life stressors and burnout. The dissertation addresses the questions: (1) What levels of burnout do educational leadership doctoral candidates experience? (2) How do levels of emotional exhaustion, depersonalization, and personal accomplishments vary among doctoral candidates experience? And (3) Does educational work role impact self-perceptions of burnout by educational leadership doctoral candidates?

Participants for this study were comprised of educational leadership doctoral program candidates and those who graduated from the program within a 24 month time period prior to the administration of the survey. The findings indicated that a majority of participants in this study had a low to moderate degree of burnout across two components of burnout through emotional exhaustion and depersonalization. Participants self-reported moderate to high degree of personal accomplishment, indicating low degrees of burnout.

This study was intended to provide information for post-secondary institutions, local and state education agencies and policy makers. Educational leadership doctoral program faculty may follow up and choose to review and modify professional preparation course content and engage aspiring educational leaders in meaningful dialogue about burnout and its impact on individuals and organizations.

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Mar 6th, 12:30 PM Mar 6th, 1:45 PM

EXPERIENCE OF BURNOUT AMONG EDUCATIONAL LEADERSHIP DOCTORAL CANDIDATES

MBSC 201

The purpose of this study was to determine if candidates pursing doctorate degrees in educational leadership experiencing burnout. The dissertation addresses the phenomenon of job burnout, which is a response to prolonged chronic emotional and interpersonal stressors at the work environment. Doctoral candidates are prime candidates for experiencing life stressors and burnout. The dissertation addresses the questions: (1) What levels of burnout do educational leadership doctoral candidates experience? (2) How do levels of emotional exhaustion, depersonalization, and personal accomplishments vary among doctoral candidates experience? And (3) Does educational work role impact self-perceptions of burnout by educational leadership doctoral candidates?

Participants for this study were comprised of educational leadership doctoral program candidates and those who graduated from the program within a 24 month time period prior to the administration of the survey. The findings indicated that a majority of participants in this study had a low to moderate degree of burnout across two components of burnout through emotional exhaustion and depersonalization. Participants self-reported moderate to high degree of personal accomplishment, indicating low degrees of burnout.

This study was intended to provide information for post-secondary institutions, local and state education agencies and policy makers. Educational leadership doctoral program faculty may follow up and choose to review and modify professional preparation course content and engage aspiring educational leaders in meaningful dialogue about burnout and its impact on individuals and organizations.