A Way Forward: Addressing Teacher Burnout and Stress Resistance of Women in Education

Abstract

Burnout significantly affects women in education and often contributes to intentions to leave the profession before pursuing leadership roles. This pattern is driven by overwhelming frustration, insufficient support, and negative school climates. Maslach and Jackson (1981) conceptualized burnout as emotional exhaustion, depersonalization, and reduced personal accomplishment. Herman et al.’s (2020) Coping-Competence-Context (3C) Theory of Teacher Stress provides a framework for addressing burnout through coping strategies, classroom competence, and awareness of school context. Burnout continues to permeate classrooms nationwide, with increasing numbers of female teachers reporting intentions to quit (Diliberti et al., 2019; Walker, 2022; Oberle et al., 2020). To better understand this issue, I analyzed qualitative findings from female participants in a larger mixed methods study examining how teacher preparation program affiliation and years of experience predict the three burnout factors identified by Maslach and Jackson (1981) (Foster, 2024). Through semistructured interviews, participants described how coping mechanisms and administrative support enhanced their well-being. Conversely, they emphasized that limited community, negative school culture, and professional isolation heightened stress, diminished competence, and hindered effective teaching. Findings indicate that while many female teachers possess coping skills, frustration with inadequate school support intensifies over time. These results can guide educational leaders, teacher preparation programs, and teachers in developing targeted supports for women in education before burnout leads to attrition. Recommendations include regularly checking in with female teachers, offering differentiated forms of support, and aligning meetings and professional development with their daily responsibilities.