Burnout among Kansas teachers of the gifted.
| dc.advisor | Karen Nelson | en_US |
| dc.college | business | en_US |
| dc.contributor.author | Clelland, Sharon Kay McCorkle. | |
| dc.date.accessioned | 2012-07-09T16:45:47Z | |
| dc.date.available | 2012-07-09T16:45:47Z | |
| dc.date.created | 1992 | en_US |
| dc.date.issued | 2012-07-09 | |
| dc.department | account and computer information systems | en_US |
| dc.description | v, 97 leaves | en_US |
| dc.description.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. | en_US |
| dc.identifier.uri | http://hdl.handle.net/123456789/1788 | |
| dc.language.iso | en_US | en_US |
| dc.subject | Burn out (Psychology) | en_US |
| dc.subject | Teachers of gifted children-Job stress. | en_US |
| dc.subject | Gifted children-Education. | en_US |
| dc.title | Burnout among Kansas teachers of the gifted. | en_US |
| dc.type | Thesis | en_US |