Department of Teaching, Learning, and Teacher Education
Document Type
Article
Date of this Version
12-29-2023
Citation
Xia, J., & Butler, S. J. (2023). Exploring teacher leadership’s effect on teacher burnout: Does school rurality make a difference? Asia Pacific Journal of Educators and Education, 38(2), 107–129. https://doi.org/10.21315/apjee2023.38.2.7
Abstract
In literature, both teacher leadership and teacher burnout have been heavily studied. However, it is unknown to what extent teacher leadership makes a difference in teacher burnout, and whether school rurality makes a difference in between. This study fills the research gaps by conceptualising teacher leadership from both instructional and non-instructional dimensions and applying a quantitative method to large-scale national data. Findings revealed that (a) rural teachers presented higher levels of teacher leadership practices; (b) rural and non-rural teachers presented the same levels of burnout; and (c) both instructional and noninstructional dimensions of teacher leadership practices helped reduce teacher burnout in general, but rurality moderated the two effects differently, where instructional teacher leadership had a larger effect in non-rural schools while non-instructional teacher leadership presented a larger effect in rural schools. Discussion and recommendations for further research of teacher leadership and teacher burnout in rural schools are presented.
Included in
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
Comments
CC BY