The Level of Burnout amongst African American Student Teachers Attending Historically Black Colleges and Universities: Tennessee State University
The purpose of this study was to measure the perceived levels of burnout among student teachers attending Historically Black Colleges and Universities, but for this study Tennessee State University. Within in the last 20 years the attrition rate of teachers has increased. Over 20% of teachers quit or change roles within the profession after the first year of teaching. These finding could be based on the observation that student teachers are not prepared for standalone classroom instruction, and the pressure of teaching becomes too much to handle. In this study we issued the Maslach Burnout Inventory Educators Survey (MBI-ES) to 65 student teacher candidates attending Tennessee State University. In addition to the MBI-ES, students were also given a demographics form to assess the types of candidates in this study. This study wanted to look at the graduate versus undergraduate, minority versus non-minority, and male versus female student teachers to see if the perception levels would be more significant among these groups. The data was analyzed using a one-way Multiple Analysis of Variance. The results of this study were not significant on any of the three comparisons due to the use of the Bonferroni's method in this study, p > .0017, the true alpha. Although there were no significant findings, there were trends of graduate and minority student teachers having high perceived levels of depersonalization toward their students. Hopefully future research of this subject will have a larger participation group to acquire better statistical analysis of student teachers entering the teaching profession.
Christopher D Brooks,
"The Level of Burnout amongst African American Student Teachers Attending Historically Black Colleges and Universities: Tennessee State University"
ETD Collection for Tennessee State University.