Date of Award
Spring 2024
Degree Type
Dissertation
Degree Name
Doctor of Education in Teacher Leadership
Department
Department of Educational Leadership
Committee Chair/First Advisor
Dr. Ikechukwu Ukeje
Second Advisor
Dr. Debra Coffey
Third Advisor
Dr. Mark Warner
Abstract
Abstract
This qualitative study focused on the experiences of high school teachers in the state of Georgia, United States. The purpose of this study was to gain an in-depth understanding of the reasons why high school teachers experience burnout and how the occupational burnout impacts their personal life. This study was also conducted to fill the gap in the literature and gain insight on the burnout teacher perspective on what causes burnout and what actions need to be made at various (local, district, and state) levels to help manage or eliminate burnout entirely. The theoretical framework used for this study was the Maslach Burnout Theory. Several data gathering techniques (biographical & professional data collection, reflective prompts, and interview) were employed and analyzed to describe the participants’ experiences regarding teacher burnout. The three research questions focused on high school teachers' experiences with feeling and defining occupational burnout, as well as the impact of burnout on their health and family dynamics. Several themes arose from the data collected for this study, including unrealistic workloads, unsupportive administrators, unsupportive parents and student behaviors, mental and physical health, decreased quality time and dinners with family, and shorter tempers with family members. This data not only supports previous findings on the causes of teacher burnout, but it also provided insight into teachers’ experiences with occupational burnout as it relates to their health and family. This research highlighted the importance for support and policy changes that will help to establish an environment in which teachers may thrive. This study's findings have the potential to increase teacher retention in Georgia high schools, hence improving student accomplishment.