Date of Award

2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

First Advisor

Dr. Sagrario Rudecindo-O’Neill

Second Advisor

Dr. Ursula Moorer

Third Advisor

Dr. Colleen Walsh

Abstract

The purpose of this qualitative phenomenological study was to gain insight into the experiences of K–12 teachers in the Hudson Valley region of New York as it relates to teacher burnout. The Job Demands-Resources model was used as a framework to understand organizational causes of burnout, how burnout impacts instruction and relationships with students, and how teachers cope with stress. Twenty full-time teachers who were involved with K–12 students in various instructional capacities were interviewed in a semi-structured format. Thematic analysis revealed that the main contributors to burnout were instability in the system, being overburdened with work, and issues related to leadership. Burnout manifested as emotional and physical exhaustion that negatively impacted teachers’ ability to instruct and interact with students. Although participants reported that several strategies were helpful, they still needed support from their organization. The study offers recommendations for school and district leaders. Principal and leadership team stability, reasonable workloads, planning time that is guarded by administration, and teacher autonomy are organizational factors that can help prevent teacher burnout.

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