Date of Award
Spring 4-23-2025
Degree Type
Dissertation
Degree Name
Doctor of Philosophy - School Psychology
Department
Human Services
First Advisor
Luis Aguerrevere, Ph.D.
Second Advisor
Frankie Clark, Ph.D.
Third Advisor
Elaine Turner, Ph.D.
Fourth Advisor
Brian Uriegas, Ph.D.
Abstract
Teachers exposed to prolonged stress have been documented at higher risk for poor physical and mental health, including high blood pressure, anxiety, and depression. To ameliorate the effects of prolonged stress, teachers have employed a variety of coping strategies, and some sought medical care. To date, little research exists regarding absenteeism and medication usage among teachers. This study sought to determine the relationship between stress, burnout, and medication usage in relation to absenteeism. This study also sought to determine the role of thriving in the above relationships. An internet-based survey was distributed to U.S. teachers via social media and email. Items included were questions related to demographics, job stressors, stress levels, coping strategies, medical history, work attendance, doctor visits, and medications. Results revealed that stress continues to predict burnout while thriving moderated their relationship. Despite 71% of participants reporting medication usage to address stress-related symptoms, medication usage did not add independent variance to the established relationship between stress and burnout. Lastly, stress, thriving, doctor visits, and absences predicted absenteeism but did not predict presenteeism. Implications and recommendations for future research are discussed.
Repository Citation
Sturm, Jennifer M., "The Relationship Between Stress, Burnout, Attendance, and Methods of Self-Care Among Teachers" (2025). Electronic Theses and Dissertations. 657.
https://scholarworks.sfasu.edu/etds/657
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
