Program
Special Education M.A.
Number of Pages
61
Year Approved
2025
First Advisor
Charles Strand
Second Reader
Jan Mrozinski
Abstract
The teaching profession requires educators to fulfill multiple roles—beyond instruction, they serve as counselors, mentors, behavior managers, and sources of emotional support, especially in underserved urban and rural communities. These roles often extend well beyond the classroom and require teachers to navigate complex social and emotional dynamics, all while maintaining personal emotional balance. Unrealistic expectations increasingly drive teacher burnout, making it a primary factor in teacher turnover. Numerous studies highlight the widespread consequences of burnout, not just for educators themselves but for the entire educational ecosystem. Research by Gooden et al. (2023) found that burnout was particularly pronounced in schools with high suspension rates and where teachers struggled to manage disruptive behaviors. However, other structural factors, such as school size or location, were less predictive. Moreover, teachers deeply attuned to students’ emotional well-being are more likely to experience burnout, as their empathy becomes both a strength and a vulnerability. Teachers witness emotional weight, including trauma, managing inequities, and balancing academic expectations, which can take a cumulative toll. Conroy et al. (2024) report that many educators remain dedicated to their students despite the strain and draw strength from the meaningful relationships they have with them. Still, the ongoing emotional burden contributes to high attrition rates, which undermine student stability, academic consistency, and the overall school climate. This research aims to investigate how these layered expectations and emotional demands contribute to burnout and how that burnout, in turn, impacts student outcomes, particularly in marginalized communities. Understanding this dynamic is essential for developing support systems and coping strategies that can sustain both teachers and the students they serve.
Degree Name
Special Education M.A.
Document Type
Masterʼs thesis
Recommended Citation
Gerding, J. T. (2025). Teacher Burnout and the Impact on Special Education Students and Strategies to Cope and Manage Burnout [Masterʼs thesis, Bethel University]. Spark Repository. https://spark.bethel.edu/etd/1206
Terms of Use and License Information
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