TDNet Discover

In this qualitative phenomenological study, the researcher seeks to explore how K–12 educators describe their lived experiences with leadership behaviors in relation to burnout within their professional environments. For the utility of this study, burnout will be generally defined as a multidimensional psychological response to chronic occupational stress characterized by emotional exhaustion, depersonalization, and reduced professional accomplishment. Transformational Leadership Theory will guide the study as a framework for examining how leadership behaviors influence educator perceptions of workplace climate and well-being. The primary research question guiding this study will be: How do K–12 educators in the United States describe their experiences with leadership behaviors in relation to burnout? The setting will include K–12 educational institutions across the United States, and approximately 12–15 educators with a minimum of two years of teaching experience will be recruited using purposive sampling. Data will be collected through semi-structured interviews conducted via audio-only virtual meetings to ensure anonymity. Interviews will be transcribed and analyzed using thematic analysis to identify recurring patterns and shared meanings within participant narratives. Trustworthiness will be supported through reflexive journaling, audit trails, and member checking procedures. Findings are expected to contribute theoretically grounded and practiceoriented insight into leadership behaviors that may influence educator well-being and retention.