Burnout and Perceived Agency Among Texas Choir Teachers

Abstract

The purpose of this exploratory study was to examine variables that contribute to burnout among Texas choral teachers. Specific research questions included: (1) What demographic variables predict burnout in Texas choir teachers? and (2) How do perceptions of teacher agency impact Texas choir teachers’ experience of burnout? After providing demographic information, participants ( N = 151) completed a researcher-designed questionnaire assessing perceived teacher agency and the Maslach Burnout Inventory. We conducted three multiple regression analyses for each of the three dimensions of burnout: emotional exhaustion, depersonalization, and personal accomplishment. Four variables (perceived teacher agency, teaching at a Title 1 school, years of teaching experience, and outside employment work hours) significantly predicted emotional exhaustion. Perceived teacher agency, gender, teaching at a Title 1 school, and years of teaching experience significantly predicted depersonalization. Perceived teacher agency and years of teaching experience significantly predicted personal accomplishment. When perceived teacher agency was lower, teachers experienced greater emotional exhaustion, more depersonalization, and reduced personal accomplishment. Women experienced more depersonalization compared to men, and teachers who taught at Title 1 schools reported more emotional exhaustion and depersonalization. Years of teaching experience correlated negatively with emotional exhaustion and depersonalization but positively with personal accomplishment.