Original scientific paper
Relationships of Generational Cohorts, Teacher Technology Integration Efficacy and Teacher Burnout
Michelin Springer
; Douglas County Board of Education, Douglasville, Georgia, U.S.A.
Mei-Lin Chang
; Kennesaw State University, Bagwell College of Education, Kennesaw, Georgia, U.S.A.
*
Rachel Gaines
; Kennesaw State University, Bagwell College of Education, Kennesaw, Georgia, U.S.A.
* Corresponding author.
Abstract
The purpose of this study was to investigate the intricate
relationships between generational cohorts, teacher efficacy of
technology integration, and teacher burnout in the post-
COVID-19 pandemic context. Surveys which included Likert-type
scale measurements and open-ended questions were collected
from 172 teachers in a rural district of a southeastern state in
the United States. Employing descriptive and correlational
analyses, the study identified significant correlations between
teacher burnout and technology integration efficacy. Although
generational differences on teacher burnout and teacher
technology integration efficacy were not confirmed with the
findings, the themed analysis of the open-ended survey
responses provided evidence to support the need to differentiate
strategies for curbing teacher burnout by various generational
cohorts. This research contributed to the understanding of the
evolving landscape of education technology and its
psychological impacts, offering insights that may inform
professional development and support systems for educators
navigating a post-pandemic educational environment.
Keywords
teacher burnout; generational cohorts; teacher efficacy
Hrčak ID:
347640
URI
Publication date:
9.2.2026.
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