Teacher Perceptions of Initiative Fatigue and Its Impact on Teacher Efficacy

O'Quinn, Kati Mae

Teacher Perceptions of Initiative Fatigue and Its Impact on Teacher Efficacy

上市 Deposited

分析

As new initiatives and requirements are added to the expectations of teachers, fewer resources, such as time, money, and energy, are available to ensure quality implementation. As a result, initiative fatigue sets in, and teachers are at risk for burnout, dissatisfaction, and diminished attitudes about teaching. The purpose of this study was to identify the relationship between the number of initiatives implemented in a school and the level of teacher efficacy. The level of teacher efficacy was also measured in schools which implemented a planning protocol for new initiatives compared with those who did not. The School-wide Initiative Inventory survey, a researcher-created survey, was piloted and approved, and then combined with the Teacher Sense of Efficacy Scale, to create a 34-question survey tool. A total of 380 participants completed the survey, and the data was analyzed using the Statistical Package for the Social Sciences (SPSS). A Pearson r correlation was run to determine the strength of the relationship between initiative fatigue and teacher efficacy, as well as teacher efficacy and initiative implementation planning. In addition, a multiple regression analysis was ran to determine which factors were predictive of initiative fatigue. Results from this study indicated that while initiative fatigue and teacher efficacy were not strongly linked, teacher efficacy and initiative implementation planning practices showed statistically significant relationships. In addition, it was determined that having the support and input of principals, as well as time to reflect upon the success of new initiatives, are statistically significant indicators of initiative fatigue levels among educators.

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