Date of Award
Spring 2-27-2024
Document Type
Dissertation
DOI
10.70013/h9bl1vx4
Degree Name
Ed.D. Transformational Teaching and Learning
Department
Secondary Education
First Advisor
Dr. Helen Hamlet
Second Advisor
Dr. Mark Wolfmeyer
Third Advisor
Mrs. Beth Guarriello
Abstract
“Self-care” is a very marketable term, especially in the COVID era. Coupled with a renewed focus on student achievement, the demands of the workplace on teachers are implicated in a troubling rate of teacher attrition and declining enrollment in preparatory programs. This research utilized a mixed-methods approach in gaining a deeper understanding of the predicament that teachers (who predominantly identify as women) are facing. The survey and focus group data obtained in this study support the framework that teachers are at risk of burnout and feel powerless to avoid it. The lack of power perceived by these individuals is a manifestation of the patriarchal structure of our society that is reproduced in our educational system. The “care vacuum” is explained in this research as a new paradigm in understanding what is happening in the minds of teachers as they seek to care for themselves, their students, and the communities that they serve.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Kneller, Kimberly A., "Misappropriating Self-Care: A Mixed-Methods Analysis of the Burnout Experiences of Teachers who Identify as Women" (2024). Education Doctorate Dissertations. 36.
https://research.library.kutztown.edu/edddissertations/36
Included in
Educational Leadership Commons, Gender Equity in Education Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons
