The concept of burnout is not unique to education, but the unspoken expectations for educators managing their symptoms of burnout is a reflection of the unsustainable conditions within the field. Burnout and job satisfaction have been studied by many; however, limited research exists on the experiences of burnout over time in the modern conditions in the field and especially post-COVID. The purpose of this study was to gain an understanding of the factors that contribute to teacher experiences with and perception of symptoms of burnout. Data were collected from a survey that was distributed online as well as individual interviews. Results indicate that, of all existing factors, leadership was most likely to influence teacher experiences with burnout. General job satisfaction is positively related to leadership support and negatively associated with student performance. Recommendations for practices school leaders can implement to support educators are made, such as intentionally fostering relationships, developing operational knowledge, and building a sense of trust with teachers rooted in mutual respect for the complex nature of the job.
Courtney Kershaw (Thu,) studied this question.