Teacher Burnout: A Quantitative Study on Teacher Assignment Structure

• In Event: AERA Research in Progress Roundtable Session One
  In Invited Roundtable: Research-in-Progress RT049 (Wednesday)

Abstract

Teacher burnout remains a critical challenge in education, yet limited research examines how teaching assignment structures (TAS) influence burnout among K–8 teachers. This quantitative study examines the differences in depersonalization, emotional exhaustion, and personal accomplishment between self-contained and content-specialized teachers using the Maslach Burnout Inventory – Educators Survey (MBI–ES). Data from 125 teachers from a California school district were analyzed through MANCOVA, controlling for years of experience. Results indicated that self-contained teachers reported higher levels of emotional exhaustion, while teaching experience had a significant influence on burnout outcomes. Although TAS did not yield statistically significant effects, findings suggest that assignment structure may impact emotional exhaustion. The study advances understanding of burnout through an organizational lens, emphasizing structural approaches to teacher well-being.

Author

• Elizabeth Heckathorn, California State University - Bakersfield