Date of Award
Summer 7-21-2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy - School Psychology
Department
Psychology
First Advisor
Nina Ellis-Hervey, Ph.D., L.P., N.C.S.P., L.S.P., C.P.C.
Second Advisor
Luis E. Aguerrevere, Ph.D., L.P.A.
Third Advisor
Daniel F. McCleary, Ph.D., L.P., N.C.S.P.
Fourth Advisor
Amanda M. Rudolph, PhD.
Abstract
ABSTRACT
Teacher burnout is a growing concern in secondary education because it affects teacher well-being, instructional effectiveness, and retention (Anton & Ryzin, 2024; Madigan & Kim, 2021). This quantitative correlational study examined the relationship between behavioral demands and emotional exhaustion among 64 Texas secondary public-school teachers. Guided by the Job Demands–Resources (JD–R) model and Conservation of Resources (COR) theory, the study also examined whether teacher self-efficacy and school climate moderated this relationship. Behavioral demands were measured as a composite of student aggression, defiance, and inattentiveness. Pearson correlations and moderation analyses conducted in Jamovi indicated that behavioral demands were positively associated with emotional exhaustion. Although teacher self-efficacy had a significant main effect, neither teacher self-efficacy nor school climate moderated the relationship. These findings highlight behavioral demands as an important contributor to teacher emotional exhaustion and emphasize the need for effective behavioral support and continued research on factors that may reduce burnout.
Keywords: teacher burnout; emotional exhaustion; behavioral demands; secondary education; Job Demands–Resources model; teacher self-efficacy; school climate
Repository Citation
Smith, Adrienne J., "THE IMPACT OF STUDENT BEHAVIORAL DEMANDS ON TEACHER BURNOUT IN SECONDARY EDUCATION" (2026). Electronic Theses and Dissertations. 682.
https://scholarworks.sfasu.edu/etds/682
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
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