The effects of rotating schedules and weekly tutoring groups on the measured amounts of burnout experienced by teachers who bedside tutor students with low response levels

The purpose of this study was to determine if levels of burnout experienced by seven teachers who bedside tutor medically fragile students with low response levels was reduced when two interventions were implemented over an eight week period. Intervention One was rotating half-hour tutoring schedules. Intervention Two was weekly one hour tutoring groups. The Maslach Burnout Inventory, Third Edition, a self-administered inventory, used to measure occupational stress and burnout, was implemented to gain baseline scores, and scores after Interventions One and Two. The scores were categorized under the subscales Emotional Exhaustion, Depersonalization, and Personal Accomplishment. Results showed a decrease in feelings of emotional exhaustion and depersonalization, but also showed a decrease in feelings of personal accomplishment. No demographic information could be linked to increases and/or decreases in levels of experienced burnout using this study. The findings suggest that stress and burnout are personality based, and that interventions, such as support groups and increased administrative support should be included in this research