Wellness Paradigms in Predicting Stress and Burnout Among Beginning Expatriate Teachers

Wellness Paradigms in Predicting Stress and Burnout Among Beginning Expatriate Teachers by Kimala N. Proctor MS, Walden University, 2009 BS, Georgia Southwestern State University, 2001 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Industrial/Organizational Psychology Walden University November 2019 Abstract Research indicates that the current teacher shortage is in part due to stress and burnout. A topic that has not been examined is beginning expatriate English medium teachers (EMTs) with 5 years or less of teaching experience in the United Arab Emirates and theResearch indicates that the current teacher shortage is in part due to stress and burnout. A topic that has not been examined is beginning expatriate English medium teachers (EMTs) with 5 years or less of teaching experience in the United Arab Emirates and the relationship between using individualized, self-initiated wellness paradigms and stress, job burnout, and intent to leave the teaching profession. The transactional model of stress and coping, Maslach’s multidimensional theory of burnout, and the health promotion model were used to evaluate the moderating effects of the EMTs’ burnout and stress levels on their wellness and intent to leave. In a quantitative, correlational design, multiple linear and moderated multiple regression were used to analyze data from a sample of 165 EMTs employed in schools in the United Arab Emirates. Results indicated that spiritual growth was a significant, negative predictor of intent to leave. EMTs’ burnout and stress levels did not have a moderating effect on spiritual growth and intent to leave. There was a significant, positive relationship between emotional exhaustion, personal accomplishment, and intent to leave. These results can foster positive social change by bringing awareness to the stress and burnout that EMTs experience and by proposing that administrators, stakeholders, and school district personnel provide coping mechanisms for teachers to deal with stress, burnout, and intent to leave. Wellness Paradigms in Predicting Stress and Burnout Among Beginning Expatriate Teachers by Kimala N. Proctor MS, Walden University, 2009 BS, Georgia Southwestern State University, 2001 Proposal Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Industrial/Organizational Psychology Walden University November 2019 Dedication I dedicate this dissertation to my Dad, Mr. Luther Proctor, Jr. Thank you, Daddy, from the bottom of my heart for reminding me that I can do this. To hear those words from you were a constant reminder to continue to work hard, keep my eye on the prize, and that I can accomplish any goal that I work hard to achieve. You have always instilled in me to work hard and to keep a positive mindset and energy. Those values that I learned from you will continue to be my foundation throughout life. Thank you, Dad, for everything. I also dedicate this dissertation to my daughters. Thank you for understanding, your never-ending patience, and for listening. I can not express in words how both of you believing in me has been an encouragement throughout this dissertation journey and, also on a daily basis. God has destined your health, happiness, and success. You both will fulfill your true beings. Thank you, Alexus, for being such tremendous support and making sure that I was on the right track. I hope and pray that both of you know that I did this dissertation for the three of us. Each of us will achieve everything that we put our hearts, minds, souls, hard work and dedication into. Acknowledgments I thank God for His grace and mercy, for answering each of my prayers and carrying me through to successfully complete this dissertation journey. I could not have accomplished this goal without God in my life. I am so thankful for His love. I would like to recognize my dissertation committee for their support. Thank you to my chair, Dr. Nancy S. Bostain, my second committee member, Dr. Robert L. Haines, Jr., and my URR, Dr. Brian P. Cesario. I appreciate you sharing your knowledge, expertise, and guidance during this journey. Thank you for providing resources and assisting me in improving my scholarly writing skills. To each participant, thank you for completing my online survey. You are greatly appreciated. Thank you to my family, friends, academic colleagues, and mentors for being an ear, providing support, resources, links, and conversations that opened new lights within me. To my prayer warriors, I sincerely appreciate you for praying with and for me. There are too many people to mention individually, so, to each of you, I greatly appreciate you and offer a heartfelt thank you.