Generational Differences and Teacher Burnout in the Post-Pandemic Era

Author

Michelin springerFollow

Date of Award

Fall 11-13-2024

Degree Type

Dissertation/Thesis

Degree Name

Ed. D in Secondary and Middle Grades Education (History)

Department

Bagwell College of Education Department of Secondary and Middle Grades

Committee Chair/First Advisor

Dr. Mei-Lin Chang

Second Advisor

Dr. Chinasa Elue

Third Advisor

Dr. Rachel Gaines

Fourth Advisor

Dr. Arvin Johnson

Abstract

The purpose of this study was to investigate the intricate relationship between generational cohorts and the efficacy of technology integration in the context of teacher burnout, particularly in the wake of the COVID-19 pandemic. As educators transitioned from virtual online instruction back to blended or traditional face-to-face learning environments, this study explored teachers’ sense of technological efficacy in adopting and integrating various technological strategies and its relationship with their experiences of burnout during these shifts. Additionally, this study examined how different generational groups may experience teacher burnout and report their efficacy in technology integration in the post-pandemic context. Surveys which included Likert scale and open-ended questions were collected from 172 teachers in a rural Title-I district of a southeastern state in the United States. Employing descriptive and correlational analyses, the study identified significant relationships related to teacher burnout and technology integration efficacy. Although generational differences on teacher burnout and teacher technology integration efficacy were not confirmed with the findings, the themed analysis of the open-ended survey responses provided evidence to support the need to differentiate strategies for curbing teacher burnout by various generational cohorts. This research contributed to the understanding of the evolving landscape of education technology and its psychological impacts, offering insights that may inform professional development and support systems for educators navigating a post-pandemic educational environment.