Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Teaching and Learning
Committee Chair/Advisor
Brooke Whitworth
Committee Member
Shanita Anderson, Committee Co-Chair
Committee Member
Jacquelynn Malloy
Committee Member
Golnaz Arastoopour-Irgens
Abstract
Researchers in the late 20th century identified the impact of burnout on organizational and individual success. The urgency to address burnout in education has intensified following the disruptions caused by the COVID-19 pandemic. Teacher burnout, characterized by exhaustion, cynicism, and feelings of inadequacy, has been a commonly discussed topic among educators internationally following the COVID-19 pandemic. Recent studies highlight the alarming rates of burnout among educators, emphasizing the need for targeted interventions to support well-being and mitigate educator attrition. This collection of papers addresses three primary aspects of burnout and practice: a literature review of individual and organizational practice, a narrative case study investigating a successful educator, and a mixed-methods study examining the relationship between stress, burnout, and how educators talk about their practice.
Recommended Citation
Miner, Karla P., "Burning the Wick At Both Ends: A Three Paper Investigation of Burnout and Educators" (2025). All Dissertations. 3980.
https://open.clemson.edu/all_dissertations/3980
Author ORCID Identifier
0009-0004-4404-5881
Included in
Adult and Continuing Education Commons, Cognition and Perception Commons, Educational Psychology Commons, Industrial and Organizational Psychology Commons, Teacher Education and Professional Development Commons