A Phenomenological Study on Burnout and Recovery in Kindergarten Teachers

Objectives This study was conducted to explore the burnout and recovery experiences of kindergarten teachers. Methods To this end, data were collected from 10 kindergarten teachers with more than 5 years of teaching experience working in kindergartens in S City and D City in January 2025, and the subjects' common experiences were analyzed using a phenomenological method that can discover the specific meaning and essence of the experience. Results As a result of the analysis, a total of four upper-level themes were derived: ‘Perception and causes of burnout’, ‘Aspects of burnout’, ‘Coping methods for burnout’, and ‘Meaning of burnout and recovery experiences’; 13 sub-themes, including ‘Difficulties felt in educational guidance’, ‘Difficulties in communication and relationships with parents’, and ‘Concerns about safety accidents’; and 26 meaning units, including ‘Difficulties in controlling and failing to follow directions by young children’, ‘Difficulties in guiding aggressive young children’, and ‘Excessive demands for responsibility and sharp reprimands for safety accidents’. Conclusions This study is significant in that it provides basic data that can be helpful in seeking support measures and methods to promote a deeper understanding of burnout and recovery by specifically examining the experiences of kindergarten teachers regarding burnout and recovery.