Administrative Support, Mental Health Resources, and Teacher Burnout

• In Event: Will I Stay or Will I Go? Situating Teachers’ Career Decisions in Multiple Contexts

Abstract

Teacher burnout has been a long-standing issue that has been exacerbated by the COVID-19 pandemic. Using the Job Demands-Resources model, this study examined the effects of mental health resources and administrative support to mitigate teacher burnout. PK-12 teachers (n=822) from 46 states in the United States completed an online survey and the results revealed a negative relationship between teacher burnout and administrative support. Teachers with access to mental health resources including formal mindfulness programming and mental health days also reported lower levels of burnout. These findings reinforce the need for administrators to create supportive environments and provide accessible mental health resources to foster teachers’ well-being.

Authors

• David T. Marshall, Auburn University

• Tim Pressley, Christopher Newport University

• David M. Shannon, Auburn University

• Natalie Neugebauer Schoettler, Auburn University

• Okunola Odeniyi, Auburn University