ORCID
0000-0001-7133-7063
Abstract
Teacher burnout is a growing concern among educators and the communities they serve, due to a nationwide shortage of teachers. Burnout of principals and other school administrators, however, is relatively unexamined. This mixed-methods study of pre-kindergarten through twelfth grade (PK-12) administrators in rural Midwestern school districts found that contributors to burnout included safety concerns and student behavior, lack of resources and support, and mandatory assessments of student learning. Factors that mitigated burnout included choosing to protect personal energy, getting support from colleagues and administrators, and making a difference in students’ lives. Forty-three administrators completed a survey adapted from the Maslach Burnout Inventory–Human Services Survey and the Areas of Worklife Survey. After survey analysis was completed, six individual interviews with rural school administrators were conducted.
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons
