Burnout among Kansas teachers of the gifted.

Abstract

This study obtained information from 348 full-time Kansas teachers of gifted students to determine if job burnout rates are significantly different due to the model of delivering services to these students. A demographic questionnaire and a Likert-type survey were completed by these teachers. To determine if the raw scores obtained were significant a one-way anova was utilized. The results indicated that the emotional exhaustion, depersonalization, and personal accomplishment felt by teachers were not significantly affected by the service delivery model.