Date of Award

Winter 12-15-2022

Degree Type


Degree Name

Doctor of Education in Teacher Leadership (Ed.D)


Educational Leadership

Committee Chair/First Advisor

Dr. Miyoshi Juergensen

Committee Chair

Dr. Tamela Thomas

Second Committee Member

Dr. Arvin Johnson


This qualitative case study focused on the experiences of Title I suburban elementary school teachers in the Southeastern United States. The purpose of this study was to gain an in-depth understanding of the reasons why teachers in Title I suburban schools experience burnout and how their burnout manifests. I also conducted this study to fill the gap in the literature and gain insight on the specific supports and strategies that Title I suburban school teachers need to help manage or eliminate their burnout. The theoretical framework that informed this study was the Burnout Theory. Several data gathering techniques (interview, reflective journals, and a focus group meeting) were utilized and analyzed to describe the participants’ experiences regarding occupational burnout as FES. The research questions focused on the experiences teachers described of feeling burnout in their profession; the ways teachers described their burnout manifesting into emotional exhaustion; detachment; and reduced personal accomplishment; and the support needed to manage their burnout. From the data collected, several themes emerged such as Workload, Student Behavior, Lack of Support by Leadership, Lack of Parental Involvement, Emotional Effects, Physical Effects, Mental Effects, Administrative Support, County Level Support, and Academic Coaches Support. This information supports previous research on the causes of burnout that teachers experience. Study findings provided insight into teachers’ experiences with occupational burnout in their school environments and highlighted the importance of support needed from school leaders to support teachers in thriving as professionals. The knowledge gained from this study can increase teacher retention in Title I suburban elementary schools. It can also be utilized in developing and providing teachers with coping strategies that help them manage their occupational burnout.