Investigating Teacher Burnout and Psychological Flexibility in Preservice Teachers, Primary Teachers, and College Professors

Abstract

This ongoing study investigates how psychological flexibility correlates with teacher burnout across three populations with different professional demands: preservice teachers, primary teachers, and college professors. Teacher burnout is common, which creates multiple concerns like teacher turnover and worse student outcomes (Chang, 2009). One promising intervention used to decrease teacher burnout in K-12 teachers is Acceptance and Commitment Therapy (ACT), which targets psychological flexibility – the ability to adapt to different situations to pursue one’s goals (Emery, 2011). By administering questionnaires related to psychological flexibility and teacher burnout to preservice teachers, primary teachers, and college professors, we seek to show how these components connect in different populations. If psychological flexibility is negatively correlated with burnout across all three populations, ACT may be effective for all three populations. When data collection is complete, we expect to see a difference in correlations due to the diverse demands of the job. We also expect overall burnout to differ across groups: if individual factors are more significant, we hypothesize that preservice teachers will experience the highest level of burnout. Alternatively, if contextual factors are more important, we hypothesize that inservice teachers will experience the most burnout.