Document Type
Article
Publication Date
Fall 2025
Abstract
Schools across the world are facing the increasingly significant issue of teacher burnout and the ability to retain good teachers. The problem is teachers are experiencing heightened levels of stress, emotional exhaustion, and a lack of motivation in the classroom. Not only is this detrimental to their well-being but it also affects their students. Research has shown that self-care practices can help prevent burnout, but many teachers find it hard to implement these consistently for various reasons. This study aimed to find out how teachers experience burnout and the self-care practices they use to manage stress by using a mixed-methods design. Data was collected from ten teachers in a rural Iowa public school through an online Likert-scale survey and personal follow-up interviews. The results analyzed from the survey suggest that teachers repeatedly experience stress related to student behavior, emotional and physical exhaustion, and work-life imbalance. However, support from colleagues and administrators can help to reduce these effects. Follow-up interviews showed that some of the most effective self-care practices teachers utilized were spending time with family and friends, physical and mindful exercising, hobbies, and setting boundaries. However, barriers that stood in their way were time, schedules, life, and everyday stress. The study concludes that effective self-care, supportive leadership, positive peer connections, and a healthy school culture are essential for teachers to maintain their well-being and maintain high quality instruction for students.