1 Ariel Robinson (Ariganello) EDPS 667 Fall 2020 EDPS 667 Research Summary and CritiqueIntroduction The interest in the connection between teacher burnout and student outcomes has been growing in the field of educational research. The article chosen for summary and critique, focused on this key issue. The impetus of this study was for researchers to use their findings to determine how to appropriately inform preventive and intervention efforts to support educators (Herman et al., 2017).The researchers centered the study on the connections between stress, use of positive behavior interventions and supports (PBIS), self-efficacy, and burnout. Researchers conducted a causal-correlational research study to analyze the connection between a teacher’s stress, coping strategies,burnout, and the impact these factors make on student behavioral and academic outcomes. Researchers explored the aforementioned stressors of educator groups to determine student academic and behavioral outcomes. In order to obtain that goal, researchers used a mixed methods approach, using both qualitative and quantitative data to measure teacher stress and student outcomes. The research attempted to determine the consequences of teacher burnout and measured differences that already existed within each teacher. I’m unsure of how successful the study was in terms of establishing that connection. The results of this study led to more questions on the connection between teacher burnout and student behavioral and academic performance than answers.
2 Research Study Sample The study sample was moderate in size and was not very diverse. The study included 121 teachers and 1,817 student participants in kindergarten to fourth grade. The students and teachers were from nine elementary schools in an urban Midwestern school district. Although the study does not specifically state the location of the school district it can be assumed it occurred near a major city in Missouri since the University of Missouri conducted the research. It is important to note that all of the schools in the study were implementing school-wide PBIS practices with approximately 90 percent fidelity which would be considered quite high. Although, there were many participants when looking closely at the demographics and geographical region it was evident the pool was not broad enough for these results to be duplicated and therefore easily generalizable. The teacher demographics showed a large female majority. Female teachers accounted for ninety-five percent of the staff researched while five percent were male. The male elementary educator representation in this study is substantially lower than the eleven percent national average. The largest racial demographic of teachers was Caucasian at 76% followed by African American at 22%, then Asian, Hispanic, and Other were all represented by 1%. The study broke down educators into different grade levels. The largest group of educators were found in first grade. They accounted for a quarter, 25%, of all participants. Following first grade were the