Date of Award
6-19-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Dr. Timberly Baker
Abstract
Burnout in the educational environment is highly prevalent among teachers. Studies reveal that workplace burnout is characterized as chronic stress while on the job that persists over time. Although research has examined this issue, there remains a need for further studies focused specifically on elementary teachers’ perceptions and experiences with burnout. The purpose of this qualitative phenomenological study aimed to understand the perceptions of K-5 elementary classroom teachers’ experiences with burnout and how they informally built support systems to mitigate burnout. Maslach’s Multidimensional Theory of Burnout served as the theoretical framework for this study. The methodological approach utilized semi-structured, one-on-one interviews with12 participants with a minimum of three years of teaching experience and currently serving as a K-5 classroom teacher. Two overarching questions guided the study. The first question examined how elementary classroom teachers describe their experiences with burnout. The second question explored how elementary classroom teachers build support systems to mitigate burnout. The findings revealed three themes for each research questions. For RQ1, themes included challenges in responding to behavioral demands, systemic pressures, and workplace culture. For RQ2, themes centered on results were personal wellness and self-care practices, relational support networks, and student centered mindset. Implications of the study highlight the importance of schools creating strong, formal support systems at the organizational level and reducing teachers’ reliance on self-initiated support systems. Recommendations for practice, policy, and future research include promoting collective responsibility for responding to student behaviors, strengthening peer support, and incorporating wellness practices. For future studies, expand the scope of the study to include more teachers K-12 in a variety of contexts. Key words were burnout, emotional exhaustion, depersonalization, and reduced sense of personal accomplishment.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Sebastian, Melody, "Understanding Educational Burnout: An Analysis of the Perceptions Of K-5 Elementary Teachers" (2026). Student Theses and Dissertations. 1169.
https://arch.astate.edu/all-etd/1169
