Doctor of Philosophy (PhD)
The purpose of this study was to examine the relationship and differences of hardiness stress, burnout, social support, and demographics such as age, years of service, and education with 196 pre-kindergarten and kindergarten teachers’ from public, private, for-profit, and non-profit schools and to determine if hardy teachers are less vulnerable to burnout. A survey design method was chosen to produce statistics that indicated a numerical description of the relationship between these variables and the pre-kindergarten and kindergarten teacher. Four surveys were used: Burnout Inventory (MBI) (Maslach, Jackson, and Schwab, 1986) Teacher Concerns Inventory (Firmian, 1985), Dispositional Resilience Scale (DRS-15) (Bartone, 2007), and the Social Support Questionnaire (SSQ6) (Sarason, et. al., 1987). A Pearson’s’ product-moment correlation was used to determine the relationship between hardiness, stress, burnout, social support, and the demographic characteristics of age, education, and experience. An Analysis of Variance (ANOVA) was used to determine the differences in the relationship between each of the dependent variables; hardiness, stress, burnout, and social support with the independent variables of age, education, and experience.
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Release the entire work immediately for access worldwide.
DeMeulenaere, Michelle A., "A Study of the Relationship of Stress, Burnout, Hardiness, and Social Support in Pre-Kindergarten and Kindergarten Teachers" (2016). LSU Doctoral Dissertations. 2961.