Date

4-29-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Sherrita Rogers

Keywords

burnout, black women teachers, special education teachers, intersectionality, teacher burnout, teacher attrition

Disciplines

Education | Special Education and Teaching

Abstract

The purpose of this transcendental phenomenological study was to understand Black women special educators’ experiences with burnout while working in Georgia, public, K-12 schools. The first theory guiding this study was Black Feminist Thought, as it provides an understanding of Black women’s unique experiences in the workplace due to the intersectionality of their race and gender. The second theory guiding this study was Maslach’s multidimensional theory of burnout, as it provides a framework for understanding burnout in the workplace. The central research question explored how Black women special educators describe their experiences with burnout in Georgia public K-12 schools. This study used a qualitative methodology and collected data through interviews, two focus groups, and videos recorded by each participant. Participants in the study were ten Black female special education teachers employed by Georgia public schools. The data was analyzed using Moustakas’ (1994) modified Van Kaam method. Four themes emerged from the data analysis of the study: Internal Influences on Burnout, The Burden of Intersectional Stereotypes, Symptoms of Burnout, and Coping with Burnout. Implications highlighted a need for mandated cultural sensitivity training and initiatives for Black women special educators that support mental and emotional health. Future research about Black women special educators and burnout with a national sample is suggested.

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