| Description |
This qualitative research study used ethnography to explore teachers' experiences and perspectives. The purpose was to analyze how, if at all, school culture impacts teacher burnout and self-efficacy. Teachers face many challenges and may feel overwhelmed without sufficient support, resources, and training. Burnout impacts work performance, mental health, and job satisfaction. The study occurred in a school where the researcher was fully immersed in the culture. Data was collected and analyzed through observation field notes, documents/artifacts, and teacher interviews. The themes discovered were "so out of control," a need to decompress, and why teachers keep returning. Problem behaviors feel out of control without sufficient resources and support, increasing burnout. Teachers face many barriers and job-related stressors, creating a need to decompress and questioning why teachers keep returning. The teachers in this study indicate they continue returning because of the students. They do what is best for their students to learn and grow. Recommendations include more collaborative opportunities, more teacher voice, and less district involvement. |
