Systems-Level Factors Predictive of Teacher Burnout in U.S. Schools

The aim of this project is to identify whether schools implementing Positive Behavioral Interventions and Supports is associated with reducing teacher burnout. PBIS includes the implementation of practices for addressing teacher job demands (e.g., student misbehavior) and organizational systems (e.g., training, coaching) for increasing job and personnel resources to protect against teacher burnout. We will gather data from teachers that completed the National Teacher and Principal Survey (NTPS) and PBIS implementation fidelity data to evaluate whether schools implementing PBIS reduced teacher burnout and whether these effects are moderated by teacher type (e.g., special education compared to general education) and teacher level (e.g., elementary compared to secondary). To answer the research questions, we will use multilevel modeling and conduct moderation analyses by teacher grade level and teacher type. Project findings will provide meaningful implications for schools aiming to protect against teacher burnout.