Investigating Perceived Emotional Support from Administrators on Alleviating Burnout Among Special Education Teachers in Southeast Texas: A Phenomenological Study

The purpose of this transcendental phenomenological study was to investigate perceived emotional support from administrators in alleviating burnout for secondary special education teachers from suburban and urban high schools across southeast Texas. This study, guided by teacher performance-motivation theory (TP-M theory) and coping-competence-context theory (3C theory), provided a framework to explore the central research question: What are the lived experiences of special education teachers regarding the emotional support extended by administrators within their school environments? Using a transcendental phenomenological approach, this study gathered data from three main sources: individual interviews, focus groups, and document analysis. The analysis process incorporated transcendental phenomenology principles, including the process of bracketing personal biases and preconceptions to focus on the lived experiences described by the participants. Purposeful sampling was used to select participants who could provide rich, lived experiences related to administrative emotional support and teacher burnout. A total of 13 special education teachers who were currently teaching students with varying disabilities, regardless of their level of experience, participated in this study. The findings highlight the vital role of administrators in supporting teachers’ emotional well-being and job satisfaction. Regular check-ins, open communication, and appreciation help reduce burnout, while a lack of support leads to frustration, isolation, and stress. This study emphasizes the importance of administrative support in preventing teacher burnout and improving retention.