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AN AUTOETHNOGRAPHIC INQUIRY INTO THE EMOTIONAL DYNAMICS OF TEACHING: EXAMINING BURNOUT, TURNOVER, AND THE ROLE OF EDUCATIONAL LEADERSHIP IN TEACHER WELL-BEING
Krauss, Robert
Krauss, Robert
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Thesis/Dissertation
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2025-08
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Educational Leadership
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https://doi.org/10.34944/jtwf-xe68
Abstract
This autoethnographic study investigates the emotional stressors of teaching and their impact on burnout and turnover intentions, with a particular focus on the role of educational leaders in supporting teacher well-being. Drawing from personal experience as an educator in an urban northeastern U.S. public school district, the study analyzes journal entries to explore the emotional dimensions of teaching. Three persistent stressors emerged: (a) excessive workloads and time constraints, (b) substandard school facilities, and (c) overwhelmed, disengaged, or unresponsive school leadership. These findings underscore the complex relationship between emotional stress, burnout, and teacher attrition. They reveal how systemic challenges and leadership practices shape the emotional climate of the profession. By blending personal narrative with existing research, this study offers practical recommendations for educational leaders aiming to reduce teacher burnout, improve retention, and cultivate emotionally sustainable school environments.
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