Date of Award
Dissertation (799 registration)
Doctor of Education in Educational Leadership
Teacher burnout, well-being, teacher self-efficacy, resilience, professional learning networks, phenomenology
The purpose of this phenomenological study was to gain an understanding of how Minnesota teachers have experienced and define teacher burnout. Prior to the study, the most current data on the subject was last collected in 1984 (Farber, 1991). Moreover, the researcher sought to better understand the impact professional learning networks can have on teacher well-being in relation to burnout status.
In order to understand how the phenomenon is experienced and viewed by Minnesota teachers, the researcher conducted a phenomenological study that was comprised of seven in-depth interviews. Participants reflected on and defined their experience with teacher burnout, determined their sense of self-efficacy, discussed the impact professional learning networks can have on well-being, and provided recommendations for change. All data was coded to formulate themes to fit each of the three research questions.
The study found a loss of passion and motivation, lack of support, and expectations of the teaching profession to be the main factors of teacher burnout for Minnesota teachers. If utilized, professional learning networks provide teachers with support, connect them with other like-minded teachers, provide them with an abundance of resources that are efficient, and have the ability to make educators more efficient in the classroom. Lastly, the study fills a large gap in academic research and provides school districts, teacher preparation programs, and the state with a series of recommendations for change.
Frink-Levenhagen, Hannah, "Burnt Out Educators: A Phenomenological Study of Minnesota Teachers" (2021). Dissertations, Theses, and Projects. 554.