38th Annual Student Research Conference
From Passion to Burnout: How Professional Development and Experience Shape the Perspectives of Rural Preschool Teachers
Angelica L. Zagar*, Emma R. Lewis, and Hailey A. James
Dr. Katrina Schmerold, Faculty Mentor
Teacher burnout, characterized by emotional exhaustion and reduced self-efficacy, is a growing concern in early childhood education, particularly in rural settings. This study examines the relationship between professional development (PD) hours, years of teaching experience, and burnout among rural preschool teachers. A survey was conducted with 19 preschool teachers from seven rural schools, measuring emotional exhaustion and perceived support. Contrary to expectations, results indicated no significant correlation between PD hours and burnout (r = -0.140, p = 0.542). However, PD hours were positively correlated with a sense of support (r = 0.447, p = 0.055). Additionally, workload factors, such as the number of days worked and class size, negatively correlated with perceived support. These findings suggest that while PD does not directly reduce burnout, it may enhance support systems for teachers. Future research should explore structural factors contributing to burnout and strategies to improve teacher well-being.
Keywords: Teacher, Burnout, Preschool, Education, Mental health , Stress, Support, Prevention
Topic(s):Psychology
Education
Presentation Type: Poster Presentation
Session: 400-9
Location: SUB Activities Room
Time: 4:30