Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Gizelle Luevano
Second Advisor
Heather Saunders
Abstract
This study explored the lived experiences of Massachusetts public school pre-K–12 teachers to understand the multifaceted nature of burnout, including how it is experienced, interpreted, and navigated by teachers in their daily lives. The purpose of this qualitative phenomenological study was to explore the lived experiences of Massachusetts public school pre-K–12 teachers experiencing emotional exhaustion, depersonalization, and reduced personal accomplishment in the classroom. A review of literature examined burnout, emotional exhaustion, depersonalization, reduced personal accomplishment, and classroom impacts. This qualitative phenomenological study explored the lived experiences of eight participants self-identifying with burnout. Semistructured Zoom interviews were conducted, drawing upon Maslach’s burnout theory to explore the authentic lived experience of participants with burnout. Thematic analysis produced five primary themes: (a) emotional depletion, (b) emotional detachment, (c) self-doubt and negative self-perception, (d) systemic and instructional challenges, and (e) insufficient support and collaboration. Systemic barriers (e.g., rigid curriculum demands, staffing shortages, behavior management challenges) emerged as subthemes. This study explored the phenomenon of teacher burnout; findings aligned with current literature with systemic and instructional challenges being the predominant theme, followed by emotional depletion. This study found the need for systemic reforms, with a focus on staffing, flexible scheduling, targeted professional development, and strengthened trust and collaboration among teachers and administration. The implications for practice include scheduling and staffing reforms, shifting school culture, and updated professional development structures to improve the overall well-being of teachers.
Comment
Ed.D. Dissertation
Recommended Citation
Ryan, Maureen E., "A Phenomenological Study: The Burnout Of Public School Teachers In Massachusetts" (2025). Doctor of Education Program Dissertations. 53.
https://dune.une.edu/edu_diss/53
