Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy

College

College of Education and International Services

Program

Educational Leadership PhD

First Advisor

Janet Ledesma

Second Advisor

Karla Basurto-Gutierrez

Third Advisor

Betty Bayer

Abstract

Problem

Burnout among educators is a growing concern, particularly within faith-based school systems where teachers often balance high professional expectations with spiritual commitments. In K-12 Canadian Seventh-day Adventist (SDA) schools, limited research has explored how burnout manifests, the factors contributing to it, and its impact on teacher retention. This study aimed to examine the levels and causes of burnout among SDA educators, as well as the systemic factors influencing their experiences.

Method

This study employed an explanatory sequential mixed-methods design. Quantitative data were collected using the Maslach Burnout Inventory – Educators Survey (MBI-ES) to measure emotional exhaustion, depersonalization, and reduced personal accomplishment among SDA educators across Canada. This study used both MANOVA and ANOVA for the statistical analysis of variables. Based on the survey results, a purposive sample of participants was selected for qualitative interviews. Thematic analysis was conducted to explore educators’ lived experiences and identify contextual contributors to burnout.

Results

Quantitative findings revealed moderate to high levels of burnout risk, with emotional exhaustion being the most prevalent dimension. Qualitative analysis identified key contributing factors, including workload, inadequate organizational and leadership support, poor work-life balance, and a perceived disconnect between school-level staff and conference leadership. Participants also expressed tension between their commitment to the mission of Adventist education and the institutional pressures they face.

Conclusions

Burnout among educators is both a personal and systemic issue that is an ongoing concern across all Adventist schools in Canada. Addressing burnout requires more than individual coping strategies; it also needs to include systemic changes to alleviate the problem before it becomes unsustainable. Key recommendations include reducing workload demands, strengthening school and conference-level leadership support, enhancing access to mental health services, and cultivating a school culture that prioritizes educator well-being and longevity.

Subject Area

Burn out (Psychology); Stress (Psychology); Teachers--Job stress; Principals--Job stress;

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