Date

7-22-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

James Sigler

Keywords

charter school, burnout, principal, psychological safety, masking

Disciplines

Educational Leadership

Abstract

The purpose of this hermeneutic phenomenological study was to understand the lived experiences of burnout for charter school principals in California. The theory guiding this study was Jackson and Maslach’s theory of burnout, as it provided the framework and foundation for the meaning of burnout and the effects it has on social sector employees. The central research question for this study was: What are the lived experiences of principals with burnout at charter schools in California? A hermeneutic phenomenological methodology was used, including virtual questionnaires, individual interviews, and a focus group. The sample size for the study was 11 principals who have had charter school leadership experience in the last five years. Data was collected and analyzed using a sequence of steps that included bracketing, reduction with horizontalization, and imaginative variation, as well as textural and structural descriptions for synthesizing data. Open and manual coding were used to categorize themes. Four main themes resulted from the coding process: 1) Overwhelming Workload and Demands, 2) Emotional and Psychological Toll, 3) Personal Life and Health Consequences, and 4) Coping Strategies and Resilience. The resulting themes led to many insights for discussion and implications for future practice and policy. The research confirmed and expanded the literature reviewed and the theory of burnout by offering the unique perspectives of the lived realities of charter school principals in California and suggesting a potential new theoretical framework to more accurately reflect the lived experiences of all educational leaders.

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