Exploring Teacher Leadership’s Effect on Teacher Burnout: Does School Rurality Make a Difference?

• In Event: Friday Roundtable Session 11:25 am
  In Roundtable Session: Teacher and Principal Well-Being: Examining Organizational Stressors, Geography, and Teacher Leadership (Table 19)

Abstract

This proposal aims to examine teacher leadership (TL) practices’ effect on teacher burnout (TB) and whether school rurality makes a difference in TL, TB, or in the relationship between the two. We measured TL from both instructional and administrative dimensions. The data source is the National Teacher and Principal Survey (NTPS) 2020-21 teacher data, and we applied a structural equation model (SEM) for analyses. The findings revealed that compared to non-rural schools, rural teachers presented higher levels of TB and TL. Further, we found that for rural schools, both instructional and administrative aspects of TL practices presented a larger effect on TB, and the administrative aspect of TL showed a larger effect than the instructional aspect of TL.

Authors

• Jiangang Xia, University of Nebraska - Lincoln

• Sam Butler, University of Nebraska - Lincoln