TITLE: EVALUATING THE RELATIONSHIP BETWEEN PSYCHOLOGICAL FLEXIBILITY, TEACHER SELF-EFFICACY, TEACHER-STUDENT INTERACTIONS, AND BURNOUT SYNDROME

Author

Melody Ann Rosado, Southern Illinois University CarbondaleFollow

Date of Award

5-1-2017

Degree Name

Master of Science

Department

Behavior Analysis and Therapy

First Advisor

Dixon, Dr Mark

Abstract

The purpose of this study is to evaluate the relationship between psychological flexibility, teacher-student interactions, teacher self-efficacy, and burnout syndrome, in order to examine the extent to which Montessori school teachers experience psychological inflexibility, burnout syndrome, negative student-teacher interactions, and teaching inefficacy by collecting scores on a set of multiple self-report questionnaires. The present study overall attempts to provide information that can be utilized in the development of prevention-based interventions designed to decrease symptoms of stress and burnout, increase teacher self-efficacy, and improve interactions between teachers and students. Result showed that psychological inflexibility is a perceived symptom that is highly correlated with the first two symptoms of burnout that develop: emotional exhaustion and depersonalization. It was also found that even though teachers felt burnout, it did not have an affect on their relationships with their students. With continued development in the understanding of the relationship between psychological flexibility, educator burnout, and related measures, future research may lead to effective interventions designed to prevent, treat, and stop burnout symptoms from occurring.