Special Education Teachers’ Conceptualizations of Burnout: An Iterative Thematic Inquiry Analysis

Traditionally, researchers have viewed burnout as having three dimensions: emotional exhaustion, depersonalization, and lack of personal accomplishment. However, recent work has identified occupational depression as another viable way to measure and conceptualize one’s challenges coping with consistent work stress. We conducted an iterative thematic inquiry analysis of two focus groups of special education teachers (SETs; n = 15) to illuminate SETs’ descriptions and perceptions of burnout. Results supported the three dimensions as relevant for SETs, while also promoting two additional key constructs: frustration and feeling undervalued. Further, SETs described burnout as a process, from not burned out, to burning out, to being done, to gone, with different routes based on experience level. We discuss findings, limitations, and next steps for research.