Date
4-7-2026
Department
School of Education
Degree
Doctor of Philosophy in Higher Education Administration (PhD)
Chair
Mary Strickland
Keywords
high school teachers, retention, Polidore’s resilience theory
Disciplines
Educational Leadership
Recommended Citation
Sidberry, Leiaje, "Educators Lived Experiences with Burnout: A Hermeneutic Phenomenological Study" (2026). Doctoral Dissertations and Projects. 8090.
https://digitalcommons.liberty.edu/doctoral/8090
Abstract
The purpose of this hermeneutic phenomenological study was to understand the lived experiences of burnout for high school teachers in an East Coast city. The theory guiding this study was Polidore’s resilience theory, as teacher retention depends on competence and longevity. The central research question was: What are the lived experiences of burnout for high school teachers? Ten educators participated in interviews, focus groups, and reflective journaling. Data were thematically analyzed to identify shared meanings in their experiences. Four major themes emerged: causes of burnout, manifestations of burnout, needs related to burnout, and developing resilience. Participants described diverse causes of burnout, including students’ challenging home lives, excessive workloads, administrative pressures, and personal stressors. Exposure to students’ trauma and expanding professional responsibilities intensified emotional strain. Burnout manifested as chronic stress, emotional and physical exhaustion, depersonalization, diminished personal accomplishment, and a gradual loss of passion for teaching. Teachers identified essential needs for mitigating burnout, including authentic administrative support, collegial relationships, professional autonomy, change in setting, and clear personal boundaries. Interpretation of the findings revealed that burnout is multidimensional and shaped by both organizational and personal factors. Diverse causes produced varied manifestations, requiring equally diverse strategies for reduction. Developing resilience emerged as both protective and restorative, characterized by boundary-setting, adaptive strength, and intentional meaning-making. The findings support resilience theory and suggest that systemic supports, leadership practices, and professional development are critical for improving teacher retention, well-being, and long-term effectiveness.
