Date of Conferral
5-29-2024
Date of Award
May 2024
Degree
Ph.D.
School
Psychology
Advisor
Ethel Perry
Abstract
Although teacher burnout has been experienced for decades, teachers faced additional stressors with the onset of COVID-19. Teachers faced newfound stressors due to lockdowns and restrictions on gathering face-to-face and instruction becoming virtual. Even the youngest students (kindergarten to fifth grade) had to be taught according to the virtual learning mandates. As a result, primary school teachers began to experience burnout differently. The purpose of this study was to explore the support primary school teachers needed to help mitigate the burnout they experienced due to the COVID-19 pandemic. This study explored what interpersonal, intrapersonal, or educational support helps mitigate burnout feelings. This study used a generic qualitative approach to collect structured interview data from 15 kindergarten to fifth-grade teachers employed in the 2020–2021 school year. When teachers are less stressed, students are better positioned to learn. This study highlights the interpersonal, intrapersonal, and educational resources for teachers used to mitigate burnout since the COVID-19 pandemic and how the experience of burnout has changed due to COVID-19. The social impact of this study includes better support for teachers experiencing burnout.
Recommended Citation
Adrian, Janine Celeste, "Mitigating Burnout in Primary School Teachers Since the COVID-19 Pandemic" (2024). Walden Dissertations and Doctoral Studies. 15873.
https://scholarworks.waldenu.edu/dissertations/15873
