Date
8-6-2025
Department
School of Behavioral Sciences
Degree
Doctor of Education in Community Care and Counseling (EdD)
Chair
Jason Ward
Keywords
teacher, stress, burnout, coping, trauma, self-care, retention, mindfulness, compassion, resilience
Disciplines
Counseling | Education
Recommended Citation
Sally, Zakkiyyah W., "A Phenomenological Study of the Lived Experiences of Teachers from the Northeast Region of the United States and How They Cope with Workplace Stress and Burnout" (2025). Doctoral Dissertations and Projects. 7271.
https://digitalcommons.liberty.edu/doctoral/7271
Abstract
The purpose of this qualitative phenomenological study was to better understand the lived experiences of Pre-K to 12th grade teachers from the Northeast Region of the United States as it relates to the development of burnout and stress. The central phenomenon of the study has been to discover ways teachers choose to cope and best manage stress, which can lead to burnout. This research study also served to investigate school related resources available to teachers to help support them with stress, burnout, and coping. Teachers have noted that they manage stress and burnout with various strategies, such as mindfulness, compassion, positive self-talk, prayer, encouragement, praise, and by being a part of a school community that encompasses a climate and culture of care and compassion. This phenomenological study explored the Transactional Theory of Stress and Coping as a theoretical framework in relation to Compassion Focused Therapy, Cognitive Behavioral Therapy, and Mindfulness as strategies to help teachers to cope with and recover from stress with the support of school leaders and school districts.
