Burnout among Kansas teachers of the gifted.

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.identifier.uri	http://hdl.handle.net/123456789/1788
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.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
dc.college	business	en_US
dc.advisor	Karen Nelson	en_US
dc.department	account and computer information systems	en_US