Degree
Master of Arts
Program
Education
Supervisor
Dr. Susan Rodger
Abstract
During a professional development workshop, 64 Canadian educators from Southwestern Ontario participated in a workshop about natural consequences that may develop as a result of their line of work. A focus on teacher compassion fatigue, an unresearched area with respect to Canadian educators, and burnout, was taken. The current study hypothesized professional development would positively influence educators’ knowledge, skills, and awareness regarding burnout, vicarious trauma, and compassion fatigue, in both the short and long term. Furthermore, it was predicted there would be a correlation between burnout and compassion fatigue, and that years of experience would be related to the level of burnout reported. Results supported the efficacy of professional development in both the short and long term; and support was partially detected for the relationship between burnout and compassion fatigue, but not for the relationship between years of experience and burnout. Implications and future research are discussed.
Recommended Citation
Koenig, Adam, "Learning to Prevent Burning and Fatigue: Teacher Burnout and Compassion Fatigue" (2014). Electronic Thesis and Dissertation Repository. 1928.
https://ir.lib.uwo.ca/etd/1928