African American Teacher Burnout: A Narrative Analysis

• In Event: Roundtable Session 14
  In Roundtable Session: Racialized Lives and Bodies of Teachers

Abstract

The purpose of this qualitative study was to utilize a narrative analysis approach to capture the reality of seven African American teachers’ first-hand experiences with teacher burnout through the Attribution theory interpretive lens. The participants’ stories were also analyzed using a critical incidents analysis approach. Findings suggest that salary, a lack of support, and other professional demands as reasons to leave the profession. In addition to stress-related factors, participants experienced race-related critical incidents which capitalized on their feelings of burnout. Results of this study could potentially impact policymakers and administrators in recruiting and retaining African American teachers, as well as addressing critical racial incidents that leave African American teachers with feelings of isolation, disenchantment, and a lack of community.

Author

• Brittany Frieson, University of Illinois at Urbana - Champaign