EXPLORING THE NEXUS: TEACHER SHORTAGES, CHALLENGING WORK

CONDITIONS, BURNOUT, AND LOW SALARIES IN EDUCATIONAL

ECOSYSTEM

by

Demetrice Studaway White

A Dissertation

Submitted to the Graduate School,

the College of Business and Economic Development

and the School of Leadership

at The University of Southern Mississippi

in Partial Fulfillment of the Requirements

for the Degree of Doctor of Philosophy

Committee:

Dr. H. Quincy Brown, Committee Chair

Dr. Casey Maugh Funderburk

Dr. John Kmiec

Dr. Dale L. Lunsford
May 2024
 COPYRIGHT BY

Demetrice Studaway White

2024

Published by the Graduate School

 ABSTRACT

Teacher turnover in the education sector has become a growing concern, affecting

schools nationwide and contributing significantly to the growing teacher shortage. These

weaknesses are particularly evident in regions where teachers need help to work with

less. There are many reasons for teacher turnover, including overwork due to high

workloads, low salaries that do not reflect the skills and knowledge needed, and a lack of

support, career, and development opportunities. According to Carver-Thomas and

Darling-Hammond (2017), Title I schools and schools that primarily serve students of

color have higher turnover rates, deepening educational inequality. Stress causes

approximately 8% of teachers to leave the profession each year, which may seem small

but significantly impacts the teaching staff’s composition and quality (Sutcher, et al.,

2019). Low salaries contribute to this problem, as teachers earn 20% less than other

professionals with similar levels of training and experience (García & Weiss, 2019). It is

not easy to retain experienced professionals and attract new talent. To avoid faculty

turnover, stakeholders need to address these issues adequately. The researcher used a

phenomenological qualitative design to gather data and gain more insight into the

seriousness of the educational ecosystem as it relates to the teacher shortage. Some

strategies include increasing teacher salaries, providing more supportive work practices,

reducing class sizes to manageable levels, and providing professional development

opportunities to improve teacher effectiveness and job satisfaction. By addressing these

issues, we can reduce the impact of teacher turnover in schools and, ultimately, student

education.

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 Keywords: Teacher Recruitment & Retention, Coping-Competence-Context

Theory(3C), Educational Ecosystem, Human Capital

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 ACKNOWLEDGMENTS

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 DEDICATION

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 TABLE OF CONTENTS

ABSTRACT ..................................................................................................................................... ii
ACKNOWLEDGMENTS ............................................................................................................... iv
DEDICATION .................................................................................................................................. v
LIST OF TABLES......................................................................................................................... viii
LIST OF ILLUSTRATIONS........................................................................................................... ix
LIST OF ABBREVIATIONS .......................................................................................................... x
CHAPTER I – INTRODUCTION ................................................................................................... 1
Background .................................................................................................................................. 3
Problem Statement ....................................................................................................................... 5
Purpose Statement ........................................................................................................................ 6
Research Questions and Objectives ............................................................................................. 6
Significance of the study .............................................................................................................. 8
Conceptual Framework ................................................................................................................ 9
Delimitations of the Study..........................................................................................................17
Assumptions ............................................................................................................................... 18
Definition of Terms ....................................................................................................................19
Organization of the Study ..........................................................................................................22
Summary ....................................................................................................................................23
CHAPTER II – LITERATURE REVIEW .....................................................................................24
Teacher Attrition Key Indicators................................................................................................ 25
Job Satisfaction and Retention ...................................................................................................26
Teacher Shortages ......................................................................................................................27
Challenging Work Conditions ....................................................................................................28
Burnout .......................................................................................................................................29
Low Salaries ............................................................................................................................... 30
Anxiety and Depression .............................................................................................................31
Teacher Shortage Combined Effects ..........................................................................................33
Unsupportive Parents and Guardians .........................................................................................34
Educational Ecosystem Strain ....................................................................................................35
Coping-Competence-Context (3C) theory .................................................................................36
Transactional Model...................................................................................................................37
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 Summary ....................................................................................................................................38
CHAPTER III – METHODOLOGY .............................................................................................. 40
Research Objectives ...................................................................................................................41
Research Design .........................................................................................................................42
Population and Sample ...............................................................................................................43
Sampling Procedures ..................................................................................................................44
Institutional Review Board.........................................................................................................46
Instrumentation...........................................................................................................................46
Data Collection Procedures ........................................................................................................48
Data Analysis ............................................................................................................................. 51
Role of the Researcher ...............................................................................................................53
Trustworthiness ..........................................................................................................................53
Limitations of the Study .............................................................................................................53
Summary ....................................................................................................................................54
CHAPTER IV – PLACEHOLDER CHAPTER TITLE .................................................................56
CHAPTER V – PLACEHOLDER CHAPTER TITLE ..................................................................57
APPENDIX A – IRB Approval ......................................................................................................58
APPENDIX B – Organization Permission Request .......................................................................59
APPENDIX C – Letter of Support .................................................................................................62
APPENDIX D – Introduction Email .............................................................................................. 63
APPENDIX E – Invitation to Participate in the Study ...................................................................65
APPENDIX F – Teacher Interview Protocol..................................................................................67
APPENDIX G – Teacher Interview Questions ..............................................................................69
Thank you for participating in this survey. .....................................................................................70
APPENDIX H – Teacher Survey Questionnaire ............................................................................71
REFERENCES ............................................................................................................................... 73

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 LIST OF TABLES

Table 1Research Objectives Mapped and Interview Questions .....................................................47

________________________________________________________________________ ........47

Table 2 Data Collection Plan ..........................................................................................................50

________________________________________________________________________ ........50

Table 3 Data Analysis Plan.............................................................................................................52

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 LIST OF ILLUSTRATIONS

Figure 1. Projected teacher supply and demand. Adapted from “A Coming Crisis ......................... 5

Figure 2. Conceptual Framework ...................................................................................................11

Figure 3. The Association Between (Dys)functional Coping Strategies and Teacher Stress,
Anxiety, and Depression.................................................................................................................20

Figure 4. ............................... 20

Figure 5. Transactional Model (Lazarus and Folkman (1984) .......................................................22

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 LIST OF ABBREVIATIONS

USM The University of Southern Mississippi

x
 CHAPTER I – INTRODUCTION

The phenomenon of teacher shortage has become a pressing issue in the

educational scene, beckoning stakeholders to scrutinize its multifaceted nature. A critical

introduction to the problem reveals a nexus between challenging work conditions,

widespread teacher burnout, and uncompetitive salaries. In the formative work by

(Ingersoll et al., 2018), the authors attribute the teacher shortage crisis to what they

describe as a “revolving door” where educators enter the profession but soon leave due to

dissatisfaction and better opportunities elsewhere. (Carver-Thomas and Darling-

Hammond, 2017) extend this discourse by highlighting how challenging work conditions,

including oversized classrooms, insufficient support, and inadequate resources, worsen

this departure. Additionally, (García and Weiss, 2019) research emphasizes that high

stakes testing environments further contribute to a stressful atmosphere, sowing the seeds

of burnout. Job satisfaction and staff retention impact an organization’s productivity,

operational efficiency, and student/school performance ratings (Mullen et al.,2018;

Sainju, 2020). The “teacher shortage” has become a severe concern, prompting a slew of

qualitative research to understand the underlying reasons and consequences. These

studies frequently find that difficult working circumstances significantly contribute to the

rising situation. According to a report in the Economic Policy Institute, the only direct

estimate of the size of the teacher shortage nationally comes from the Learning Policy

Institute’s seminal 2016 report, A Coming Crisis in Teaching? Teacher Supply, Demand,

and Shortages in the U.S. (Sutcher et al., 2016). Many educators describe feeling

overwhelmed by increased class numbers and kids’ different requirements. Furthermore,

1
the qualitative study demonstrates the emotional toll that such working conditions may

have on instructors, leading to burnout. Burnout causes individuals to leave the teaching

profession due to feelings of inefficacy, tiredness, and cynicism.

In-depth interviews with teachers who have left education show that low pay is a

tipping point in their decision to leave the teaching career field. These salaries must be

commensurate with the job requirements, or the level of education needed to enter the

field. This financial burden is significantly pronounced for beginning teachers with

student loan debt. Qualitative research also explored the impact of inadequate

professional support and resources, which increased teacher stress. The lack of a

supportive and collaborative work environment increases the isolation and frustration

experienced by many teachers and increases staff burnout. Practical research in schools

has shown that teachers are most effective when provided with solid training and

professional development opportunities. However, as case studies examining knowledge

management practices show, these initiatives often need to be included or implemented.

In addition, qualitative data show that the low social evaluation of the teaching profession

contributes significantly to the maintenance of low wages and difficult working

conditions. Lack of knowledge can exacerbate the teacher shortage problem by reducing

the attractiveness of teaching potential teachers.

Qualitative policy-oriented research requires a comprehensive approach to

address teacher shortages, burnout, job complexity, and low pay. By examining

statements from current and former teachers, the research will highlight the need for

systemic changes, such as improved education funding that would lead to more

2
competitive salaries and classroom benefits. Focus group discussions consistently

indicated the need for more robust school support systems to improve teacher retention.

In addition, longitudinal studies that track teacher experiences over time have

demonstrated the long-term effects of these issues on teachers and educational quality.

The relationship between teacher attrition, burnout, job difficulty, and low wages requires

a multifaceted and sustained response based on qualitative research. It is essential to

listen to teachers’ voices and translate their ideas into viable strategies to reverse the

teacher attrition trend and ensure our education system’s sustainability.

In sum, the nexus of teacher shortages, burnout, challenging work conditions, and

low salaries necessitates a multifaceted and sustained response informed by qualitative

studies. Listening to teachers’ voices and translating their insights into actionable

strategies is essential for reversing the trend of teacher shortages and ensuring the vitality

of the education system. By exploring these connections, this study aims to contribute to

the ongoing dialogue on teacher well-being and the sustainability of the teaching

profession in the face of persistent challenges.

Background

This qualitative study meticulously explores the multi-faceted and interwoven

issues causing and exacerbating the pervasive teacher shortage crisis in educational

systems. Widely recognized facts show that challenging work conditions, including

overcrowded classrooms and insufficient resources, significantly contribute to teacher

burnout, which fuels the shortage cycle. (Ingersoll & Smith, 2003). Furthermore,

(Allegretto and Mishel, 2016) document that this burnout directly links to the
3
uncompetitive low salaries that fail to reflect teachers’ critical societal role. The research

employs a methodological triangulation involving in-depth interviews, surveys, and

thematic analysis to capture the nuanced realities of the profession.

In carrying out this investigation, the experiences of educators who grapple with

the consequences of understaffing provide firsthand insight into the detrimental effects of

these shortages on educational quality and teacher morale (Carver-Thomas & Darling-

Hammond, 2017). Similarly, administrators offer a unique perspective on the strain that

teacher turnover and vacancies place on school operations and the continuity of

educational programs (Sutcher et al., 2016).

Policymakers’ viewpoints also illuminate the complexities of legislating effective

remedies to the problem, balancing budgetary restrictions with the need for competitive

compensation and better work environments (Garcia & Weiss, 2019). The cumulative

findings from this qualitative study suggest that the teacher shortage will persist and

potentially worsen without a holistic approach to addressing the root causes, such as

increased funding for teacher development and support structures (Podolsky et al., 2016).

Through thematic analysis, this research reveals a consistent narrative: the

undervaluation of the teaching profession severely hinders the recruitment and retention

of qualified teachers (Borman & Dowling, 2008). The study advocates for a multi-faceted

strategy, including elevating teacher compensation, reducing workloads, and

implementing comprehensive support systems to combat burnout (Skaalvik & Skaalvik,

2017).

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Figure 1. Blaine, 2023

In conclusion, the deleterious blend of low salaries, grueling work conditions, and

teacher burnout perpetuates the teacher shortage and compromises the quality of

education. Comprehensive reforms are urgently needed to disrupt this cycle, as the future

of the teaching workforce and, consequently, student achievement hangs in the balance

(Simon & Johnson, 2015). This qualitative study underscores the critical need for

intentional, research-informed policy interventions to restore and sustain the health of the

educational ecosystem.

Problem Statement

This qualitative study digs into the complex web of variables influencing teacher

shortages, difficult working conditions, teacher burnout, and poor pay in education. The

goal is to grasp the interdependence of these aspects and their tremendous influence on
5
the teaching profession. This study uses in-depth interviews, questionnaires, and thematic

analysis to shed light on the experiences and viewpoints of educators, administrators, and

policymakers.

Purpose Statement

Through a qualitative lens, this study aims to explore the multifaceted relationship

between teacher shortages, difficult working conditions, burnout, and low wages in the

education ecosystem. The research uses the purposive sampling technique to discover

educators’ experiences and the root causes and consequences of these relational

problems. Our mission statement emphasizes the need for a nuanced understanding of

how these factors contribute to a decline in educational quality and teacher well-being

(Peck, 2024). Through in-depth interviews and thematic analysis, this qualitative study

provides insights into potential policy and practice reforms needed to address these

pervasive problems. Ultimately, the goal is to promote a body of knowledge by fostering

a dialogue between stakeholders that can lead to sustainable solutions to improve the

working conditions of teachers and, thus, student educational outcomes (Maxwell, 2013).

Research Questions and Objectives

This study aims to explore the nexus between teacher shortage: the profession

fueled by challenging work conditions, teacher burnout, and low teacher salaries. Teacher

burnout is an essential factor influencing attrition rates in the teaching profession and

raises important research questions about the sustainability and quality of education. The

main symptoms of teacher burnout are chronic fatigue, ineffectiveness, disengagement,

6
and lack of enthusiasm for work. Examining these questions reveals that stressful

environments, workloads, and lack of administrative support exacerbate the problem,

causing teachers’ mental and physical health to deteriorate. When teachers experience

burnout, they are more likely to leave the profession, affect the continuity of student

learning, and increase the costs associated with recruiting and training new teachers. The

survey also focused on how low teacher pay affects job satisfaction and retention and

found that inadequate pay was a major factor in the decisions. Although difficult working

conditions and burnout experiences are significant factors, the inability to achieve

financial security and teachers’ salaries significantly impacted teachers’ career choices.

Given these economic challenges and job demands, burnout is more likely to occur when

teachers feel trapped by economic forces and experience. Therefore, we hope that

understanding the relationship between pay, job satisfaction, job complexity, and burnout

directly impacts policy decisions and informs the efforts to improve working conditions,

provide equitable pay, and establish the supporting system needed to retain and develop

educators. To address teacher burnout, it is essential to study the relationship between

teacher compensation, job satisfaction, job complexity, and burnout. Addressing these

factors through comprehensive research can inform policy decisions to improve working

conditions, provide fair compensation, and implement the support systems needed to

retain and develop educators in the teaching profession. The following research questions

and objectives guide this study.

RQ1 – How does teacher burnout contribute to the attrition rate in the teaching

profession, and what are the key indicators of burnout among educators?

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 RQ2 – Describe how low teacher salaries impact job satisfaction and retention

compared to other factors, such as challenging work conditions and burnout?

RO1 – Exploring the Impact of Challenging Work Conditions on Teacher

Retention

RO2 – Explore Teacher Burnout and its impact on Attrition.

RO3 – Explore the Influence of low teacher salaries on Teacher Retention

RO4 – Explore the Combined Effects of Factors of teacher shortage.

RO5 – Describe Demographic variances of the participants, including their

gender, race, number of years in the education.

Significance of the study

We must consider the importance of studying teacher inefficiencies, difficult

working conditions, engagement, and low wages in the education ecosystem because

these factors significantly impact the quality of education and student performance. A

deeper examination of these issues can provide insight into educators’ challenges and the

systemic changes needed to improve the teaching profession and educational outcomes.

According to (Podolsky et al., 2016), teacher failure is not only the absence of teachers

but also shows gaps in qualifications and effectiveness, which are related to impoverished

locations. This shows the importance of research to identify root causes and create

tailored solutions. Additionally, researchers consider difficult working conditions a

significant cause of teacher dissatisfaction and turnover (Ingersoll et al., 2018), indicating

8
the need for research to demonstrate improvements in working conditions to retain

quality faculty. This is because there is a direct relationship between declining student

engagement and achievement (Jennings & Greenberg, 2009). Understanding the

psychological factors and conditions associated with burnout is essential for developing

interventions that support faculty well-being.

Financial pressures can deter potential candidates from choosing the education

profession and force current teachers to leave. Low prices are central to the conversation,

and they can deliver (Carver-Thomas & Darling-Hammond, 2017). Researching these

areas can inform policy recommendations for competitive and fair pricing structures. The

importance of studying these subjects lies in their relationship and impact on the quality

of education. As (Smith et al., 2022) argue, meeting these challenges requires

comprehensive changes that consider all the needs of educators. Therefore, initiatives to

reduce teacher attrition, improve working conditions, prevent burnout, and improve

salaries are essential to sustaining the educational ecosystem. Ultimately, this research

provides a basis for advocating for needed change and guides stakeholders in creating

policies ensuring academic staff empowerment, support, and well-being.

Conceptual Framework

The researcher is using Human Capital Development Theory, Coping

Competence Context Theory “C3” and the Transactional Model to shape the overarching

concept around the strain within the educational ecosystem, encompassing teacher

shortages, challenging work conditions, burnout, and low salaries. The figure outlines the

connection between teacher shortages, challenging work conditions, burnout, and low
9
salaries. Although this study does not investigate attrition, studies show that employees

with lower job satisfaction are more likely to depart, producing negative consequences.

To completely understand teacher attrition's underlying causes and implications, we will

use a multidimensional conceptual framework that integrates human, social, structural,

and positive psychological capital. Using this method, researchers may look at the person

(human capital), the social capital of relationships in schools, the structural capital of

systemic and policy-driven limitations, and the positive psychological capital of

educators’ optimism and resilience. According to Gu and Day (2007), such a paradigm

offers a thorough perspective, demonstrating how variations in these capitals influence

instructors’ decisions to leave the field. It emphasizes the importance of establishing

nurturing environments that promote educators’ abilities and well-being. Ultimately, by

utilizing this conceptual framework, decision-makers and leaders in education may create

focused interventions meant to lessen teacher turnover by addressing its underlying

causes holistically.

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Figure 2. Conceptual Framework

11
 Transactional Model Coping-Competency-Context

(Lazarus & Folkman, 1984) (Herman et al., 2020)

Human Capital Theory

(Swanson, 2022)

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 Human Resource Development (HCD) theory plays a vital role in understanding

and solving worldwide problems affecting the education sector, including teacher

shortages, workloads, burnout, and gratuity. The concept of HCD is that investing in

people’s education, health, and skills will increase productivity and economic growth

(Becker, 1964). In teacher shortages, HCD theory emphasizes investing in teacher

education and professional development to attract and retain quality teachers (Johnston,

2019). According to research by Smith and Lindsay (2018), strengthening teachers’ skills

through continuous professional development can reduce the impact of challenging work

situations by providing teachers with strategies to manage stress and workload

effectively. HCD theory also suggests that improving teachers’ work environments and

practices is essential to reducing the alarming burnout rates in the teaching profession

(James & Williams, 2020).

The correlation between HCD investments and teacher salaries also cannot be

overlooked. HCD theory advocates for aligning salaries with the level of skills and

contributions of individuals, suggesting that competitive remuneration is critical for

retaining skilled teachers (Miller, 2021). Poor salaries are a crucial factor in teacher

shortages and high turnover rates. HCD theory provides a framework for understanding

how financial incentives stabilize the workforce (Davis & Wilson, 2019). Additionally,

HCD theory emphasizes the role of leadership in creating supportive and empowering

work environments that can reduce burnout and promote teacher well-being (Clark,

2018).

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In addition, implementing the HCD concept in education policy can promote a culture of

continuous learning and development, which is essential to meet the dynamic challenges

of modern education systems (Khan, 2017). Strategic investments in human capital can

transform the education sector by creating a dynamic, knowledgeable, and strong

teaching staff capable of delivering quality education despite low cost, fatigue, and

difficult working conditions.

In conclusion, HCD theory provides a comprehensive framework for addressing

teacher shortages, burnout, challenging work conditions, and inadequate salaries. By

focusing on the development and support of teachers as valuable human capital,

educational institutions, and policymakers can cultivate a robust, effective, and satisfied

teaching workforce. Therefore, embracing the principles of HCD theory could be the key

to overcoming some of the most persistent challenges in the education sector today.

The interactive model of stress and coping provides a valuable perspective for

understanding the many issues that contribute to teacher absenteeism, difficult working

conditions, engagement, and low pay in the education sector. This model suggests that

the experience of stress results from the interaction between the person and the

environment and emphasizes the role of needs, resources, and coping mechanisms in the

stress response (Lazarus & Folkman, 1984). When the transactional model is applied to

the context of education, it suggests that ongoing teacher burnout helps

to understood stressful environments that increase demands (e.g., workload, stressed

student behavior, and accountability pressures) often exceed available resources. (e.g.,

organizational support, time, professional development opportunities) Therefore, difficult

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working conditions are not simply external stressors. However, how people perceive

these situations when processed in a transactional framework can significantly impact

teachers’ stress levels and coping strategies. Burnout, characterized by emotional

exhaustion, depersonalization, and decreased personal performance, can be seen as the

result of repeated failed interactions and the feeling of failure of teachers to beat the

demands of their work with their resources. Low salaries exacerbate this situation by

reducing the value of the teaching profession and the financial resources teachers can

invest in nonprofessional activities (e.g., recreation and professional development).

The transactional model also highlights the importance of support systems and

coping strategies in mitigating the effects of stress. For instance, schools that foster a

supportive community and provide access to professional development and mentorship

programs may help teachers perceive their work environment as more manageable, thus

influencing their stress transactions more positively. Additionally, policymakers and

educational leaders can better target interventions to improve teacher retention and well-

being by framing teacher shortages and associated challenges as a problem of

transactional mismatches between demands and resources. For example, enhancing

teacher salaries can be viewed as compensation for work and a crucial resource affecting

the transactional dynamics of stress and coping. To effectively address the pressing issues

of teacher shortages, burnout, and challenging work conditions, interventions must be

guided by comprehensive frameworks like the transactional model, which acknowledges

the complexity of these issues and the interplay between individual and contextual

factors.

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 The work of Counter Competence Contingency Theory (CCCT) is important in

understanding and addressing teacher deficiencies, difficult work situations, overwork,

and low pay. Focusing on the relationship between individual skills, skills in professional

settings, and the broader context of the work environment, this theory provides a different

framework for analyzing teachers’ stressors (Smith & Jones, 2021). According to CCCT,

teachers more motivated to cope with work-related stressors, such as low wages and

difficult working conditions, can reduce the risk of heatstroke (Smith & Jones, 2021).

This means that strengthening teachers' culture and professional skills can be a strategic

way to reduce the impact of these stressors. In addition, the contextual aspect of TC

suggests that interventions to improve work environments can reduce teachers’

weaknesses (Anderson & Liu, 2019). For example, policies that focus on low wages and

provide supportive work practices can improve job satisfaction and retention by changing

the context in which teachers work (Anderson et al. Liu, 2019).

Moreover, the theory underscores the importance of a support system within the

school environment that can foster a sense of belonging and, in turn, enhance coping

competence among teachers (Williams, 2020). Therefore, integrative strategies that

combine individual-level interventions with changes in the school context could offer a

comprehensive solution to the teaching profession’s challenges. The Coping Competence

Context Theory holds significant promise for guiding research and policymaking to

alleviate teacher shortages and related issues (Williams, 2020). It provides a holistic view

that acknowledges the multifaceted nature of the challenges and highlights pathways for

creating more sustainable teaching environments.

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 Delimitations of the Study

The complex relationships in the educational ecosystem, especially those related

to teacher shortages, difficult working conditions, commitment, and low wages, require

careful examination of their limits. The limitation of teacher attrition is evident not only

in numbers but is also exacerbated by a lack of support and resources (Ingersoll et al.,

2014). This weakness is closely related to the difficult conditions in which teachers work,

among which are overcrowded classrooms and insufficient administrative support,

showing a clear line between the quantity and quality of professional life. Furthermore,

these challenging situations provide fertile ground for teacher burnout, characterized by

mental exhaustion, depersonalization, and reduced self-efficacy (Maslach et al., 2001).

Dividing this effort reveals a shift in which stressful work environments lessen the

efficiency and effectiveness of teacher work and exacerbate attrition by driving teachers

out of the profession. Because the value decreases, it is inspiring for those who are active

in teaching (Carver-Thomas & Darling-Hammond, 2017). The applicability of these

problems, defined by regions, means that solutions must be multifaceted and address the

indicators and system processes involved. By limiting these problems in the education

ecosystem, targeted interventions such as policy reforms to improve teacher support

systems, professional development opportunities, and compensation are possible.

Addressing the limitations of each element can lead to a cycle of instability, fatigue, and

dissatisfaction. Deep knowledge of these areas is the basis for creating effective strategies

to improve the sustainability and quality of the teaching profession.

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 Assumptions

The connections between teacher shortages, difficult working conditions, burnout,

and low wages create a complex relationship that significantly impacts the educational

ecosystem. This complex relationship reflects essential assumptions that underpin the

nature of the academic workforce today. For example, the perception that teaching is a

professional calling may justify lower wages (Ingersoll et al. 2014). These beliefs suggest

that enthusiasm should be rewarded with financial rewards and that teachers are more

likely to become discouraged as teachers with more responsibilities pursue higher

careers. Another aspect of this relationship is the need for work methods based on the

idea that teachers must be flexible and adaptable, compromising their mental and

emotional well-being (Johnson et al. 2012). These expectations lead to burnout, a general

problem exacerbated by low teacher performance. Arguing that burnout is an individual

but systemic problem overlooks the structural changes needed in the educational

ecosystem to support teachers better (Skaalvik & Skaalvik, 2017). The low social value

of this industry can be seen in the lack of remuneration (Day and Gu, 2010). This set of

challenges reflects society’s broader views on education and teaching and points to the

need for a paradigm shift in how society views and values the teaching profession.

Addressing these concerns is critical to developing strategies to reduce teacher attrition,

improve working conditions, prevent burnout, and ensure fair pay.

The definition of terms provided below will aid the reader in the subsequent

material by setting a foundational understating of key terms used throughout the study.

Considering the importance of the reasons for teacher shortages requires an

18
operationalized definition to articulate and measure the key factors that contribute to this

problem. Operational definitions provide specific criteria and procedures for measuring

abstract concepts, allowing for more objective and systematic analysis.

Definition of Terms

1. Compensation –Salaries and benefits (including basic salaries, benefits, health

insurance, retirement plans, and other financial incentives) are offered to

teachers in a particular locality or educational institution (Dee & Wyckoff

2015).

2. Coping-Competence-Context (3C) –Theory is an integrative framework that

emphasizes the interplay between an individual’s coping skills, competence in

various domains, and the context within which they operate. This theory

suggests that an individual’s ability to navigate challenges and stressors

effectively depends not solely on their innate or learned coping mechanisms

but also on their competencies, such as social skills, problem-solving abilities,

emotional intelligence, and their environment’s supportive or hindering nature

(Herman et al. 2020).

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Figure 3. The Association Between (Dys)functional Coping Strategies and Teacher
Stress, Anxiety, and Depression

3. Educational Ecosystem – The notion of an education ecosystem underscores

the interdependence and cooperation among the various actors—stakeholders,

school administrators, educators, and parent—who are engaged in the

provision of high-quality education and the support of its students (Luksha et

al.).

Figure 4.
Scott. I.L. (2023)

4. Phenomenological Theory – phenomenology is the study of phenomena as

they appear in one’s experiences, as well as how they interpret and

20
 comprehend them and the significance they have for their personal

experiences. Phenomenology, to put it more concisely, is the study of a

person's actual experiences with the world (Smith 2018).

5. Professional Development Opportunities –Workshops, training programs,

mentoring, conferences, and other professional development initiatives allow

teachers to improve their knowledge, skills, and teaching practices (Kennedy,

2016).

6. Teacher Recruitment and Retention Efforts – Strategies and initiatives to

attract and retain teachers in the education sector include targeted recruitment

campaigns, incentives, mentoring programs, loan forgiveness programs, and

career advancement support (Evans, 2023).

7. Transactional Model - According to Lazarus and Folkman (1984), the

interactional model of stress and coping involves interactions between man

and nature that enable individuals to cope and manage challenges

and problems (Frings, 2017).

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Figure 5. Transactional Model (Lazarus and Folkman (1984)

8. Working Conditions –The physical, social, and emotional environment in

which teachers work, including classroom resources, school facilities, safety,

disciplinary measures, and support systems (Kutsyuruba et al., 2015).

9. Workload – The time and effort a teacher takes to perform teaching hours,

lesson planning, grading, and administrative tasks (Zydziunaite et al., 2020).

Operationalizing these key elements enables researchers and policymakers to

collect relevant data, conduct systematic analyzes, and compare results across different

regions and periods. This will help identify the importance of each reason for teacher

shortages and formulate targeted interventions to address the problem effectively.

Organization of the Study

Chapter I gives background to the study, states the problem and the purpose of the

study, provides the conceptual framework that outlines the study, describes the research

objectives, and defines terms used throughout the study. The remaining chapters consist

22
of the following information: Chapter II presents an in-depth review of the existing

literature on teacher shortages, challenging work condition in the educational ecosystem,

teacher burnout, low teacher salaries labor, job satisfaction, and the Coping-Competence-

Context (3C) Theory. Chapter III explains the methodology used to conduct the

qualitative study and the sample selection process. Chapter IV outlines the findings from

the data analysis and the emergent themes from the participant narratives. Finally,

Chapter V includes a summary of the study, the findings, and recommendations for future

research.

Summary

A shortage of qualified teachers is a severe problem in many education systems

worldwide. This study analyzes the reasons behind the teacher shortage phenomenon and

highlights its importance. Understanding these reasons will help policymakers and

stakeholders design effective strategies to address the problem and ensure the availability

of highly qualified educators. The teacher shortage is a complex problem with many

interrelated causes. Inadequate wages, lack of support, difficult working conditions,

political factors, and negative perceptions of education contribute to the shortage.

Recognizing and addressing these causes is critical to developing effective policies and

initiatives to attract and retain quality educators. By valuing and investing in the teaching

profession, society can ensure quality education and create a positive and sustainable

learning environment for students.

23
 CHAPTER II – LITERATURE REVIEW

The qualitative literature review conducted in recent years illuminates a

concerning nexus between teacher shortages, challenging work conditions, burnout, and

low salaries within the education sector. (Carver-Thomas & Darling-Hammond, 2017)

claim that the turnover rate among teachers has dramatically increased due to inadequate

support and unfavorable working circumstances that teachers face. (Sutcher et al., 2019)

have corroborated that adequate compensation and supportive work conditions are

essential factors in keeping skilled teachers in the classroom, which makes this

occurrence distinct. The qualitative analysis by (Ingersoll et al., 2018) further expands on

this by highlighting the direct relationship between teacher burnout and the high-stress

levels associated with overwhelming workloads and administrative pressures.

Additionally, the study by (Garcia & Weiss 2019) highlights the significance of

socioeconomic issues, showing that low incomes, particularly in disadvantaged areas,

discourage admission into the teaching profession and lead to high turnover rates.

The qualitative results from this study point to the need for a multimodal strategy

that emphasizes competitive pay and enduring work conditions to address the teacher

shortage (Taie et al., 2020). Furthermore, (Jensen et al.,2020) argue for implementing

targeted professional development opportunities and mentorship programs to enhance job

satisfaction and reduce burnout. The synthesis of this literature underscores the critical

need for policy interventions and systemic changes within educational systems to

alleviate the pressures teachers face. As these qualitative literature reviews suggest,

fostering a positive and supportive educational ecosystem is paramount in mitigating

24
teacher shortages, countering burnout, and ensuring educators are compensated fairly for

their invaluable contributions to society. Therefore, addressing these interconnected

challenges is about valuing educators and securing the quality of education for future

generations.

Teacher Attrition Key Indicators

The education industry faces a significant issue of teacher turnover, which has

far-reaching consequences for the stability and quality of education in many areas. The

dedication of teachers is closely linked to this phenomenon. These concerns reduce the

ability of teachers to provide high-quality education and increase the likelihood that they

will leave the profession altogether. The main determinants of burnout among educators

include work overload, poor student discipline, poor salaries, and decreased personal

accomplishment (Shimony et al., 2022). Emotional exhaustion occurs when teachers are

overworked, emotionally drained, and pressured by job demands. Deprivation of the

individual is associated with more significant student disconnection and cynicism toward

the institution, which weakens the teacher-student relationship. Low personal

performance produces feelings of ineffectiveness and lack of fulfillment at work, which

reduces motivation and job satisfaction. Over the past seven years, research has revealed

many causes of burnout, including lack of control over work, inadequate supportive

management, and challenging classroom environments (Skaalvik & Skaalvik, 2016).

Teacher recruitment has significant costs to the education system in terms of recruitment,

retention, and quality of education (Carver-Thomas & Darling-Hammond, 2017).

Therefore, addressing teacher engagement is critical to reducing turnover and ensuring

25
staff stability and effectiveness. To alleviate these challenges, policymakers and

education administrators must create supportive work environments, provide

opportunities for professional development, and implement measures to ease teachers’

workloads.

Job Satisfaction and Retention

Low teacher pay can significantly impact job satisfaction and mask other

challenging aspects, such as difficult working conditions and high attrition rates.

Research has shown that unfair wages affect teachers’ decisions to keep their positions or

jobs (Carver-Thomas & Darling-Hammond, 2017). Teachers who suffer from economic

insecurity due to low salaries may experience stress, which reduces their effectiveness

and negatively affects classroom effectiveness. This monetary dissatisfaction not only

exacerbates the challenges of challenging work conditions but also accelerates the

process towards burnout, a critical issue affecting teacher retention rates (García &

Weiss, 2019). Conversely, inadequate teacher pay can result in increased job

requirements, which will make it more difficult to keep qualified teachers hired (Simon &

Johnson, 2015). The psychological impact of unfair pay can cause teachers to feel low,

which often leads to a loss of professional efficacy and commitment, leading them to

reconsider their employment options (Parrish, 2022).

Additionally, comparing salaries with other professions requiring similar

education and skill levels can widen the dissatisfaction gap, making retention even more

challenging (Jackson, 2018). Strategies to improve teacher retention often focus on

increasing salaries, underscoring the fundamental role that adequate compensation plays
26
in maintaining a stable and satisfied teaching workforce (Kraft, 2020). The crossroads of

low wages, challenging work conditions, and burnout creates a multifaceted problem that

requires comprehensive solutions to improve teacher retention and ensure the quality of

education (Ingersoll et al., 2016). Thus, addressing the issue of low teacher salaries is

crucial for enhancing job satisfaction, mitigating burnout, and ultimately improving

retention rates within the education sector (Sutcher et al., 2019).

Teacher Shortages

There is a critical shortage of teachers in the educational environment, which has

significant implications for academic quality and student achievement. In recent research,

it has been shown that this phenomenon is not isolated to a specific place, but rather is a

worldwide problem for education institutions (Smith & Johnson, 2022). Teacher

shortages are primarily caused by uncompetitive compensation, high job stress, and

inadequate professional development opportunities (Zhang & Zeller, 2015). These factors

contribute to high attrition rates among educators, exacerbating the shortage issue (Berry,

2017). Urban and rural schools, in particular, face pronounced difficulties in attracting

and retaining qualified teachers, further deepening educational inequalities (Dee, 2017).

Innovative strategies such as enhanced teacher preparation programs, financial

incentives, and support systems are crucial in addressing this crisis (Hendricks, 2015).

Furthermore, policy reforms aimed at improving the teaching profession's

attractiveness and sustainability can also significantly mitigate teacher shortages

(Kyriacou, 2001). The impact of these shortages extends beyond the classroom, affecting

the implementation of curriculum reforms and the integration of technology in education

27
(Nelson, 2023). As such, tackling teacher shortages requires a comprehensive approach

involving stakeholders at all education sector levels (McVey & Trinidad, 2018). Ensuring

a sufficient and stable teacher workforce is essential for fostering educational equity and

excellence (Nguyen et al., 2022).

Challenging Work Conditions

The teaching profession, essential for building future generations, faces a severe

problem of widespread teacher unemployment that affects the quality of education

worldwide. This trend, documented in many academic papers and policy reports,

highlights educators’ complexities (Ingersoll & Smith, 2003). Teachers, primarily

responsible for imparting knowledge, are caught in a web of underfunding, overcrowded

classrooms, and little support from the administration.

These factors contribute to the deterioration of the educational environment

(Darling-Hammond, 2010). Furthermore, most of the literature shows how the negative

aspects of work are not distributed, and schools in economically disadvantaged areas are

more likely to be deprived of education (Adamson & Darling-Hammond, 2012). These

deficiencies’ effects are far-reaching, affecting teachers and the quality of education

given to their students. This is evidenced by a significant decline in academic

achievement and participation in affected areas (Sutcher et al., 2016).

In response to these challenges, there has been a push within academic and

policymaking circles to revitalize teacher support systems and promote work ethics

(Podolsky et al., 2016). Demands encompass higher teacher salaries and comprehensive

28
measures to enhance professional development opportunities and decrease class sizes

(Greenberg et al. 2014). Despite these recommendations, progress has been slow, and the

literature shows gaps between proposed interventions and implementation in the field.

This disparity highlights the need for education sector stakeholders to address teacher

shortage issues and create a more sustainable teaching profession (Carver-Thomas &

Darling-Hammond, 2017). According to a literature review, eliminating teacher burnout

is essential for teachers’ lives and the future of education (Sutcher et al., 2019). The

critical and urgent task is to continue the negative cycle of teacher absenteeism and its

subsequent impact on educational outcomes, undermining efforts to provide quality

education to all students.

Burnout

In the present day of education, teacher burnout appears to be one of the primary

causes of teacher unemployment (Choi 2023). Studies show that the constant need for

educators and the lack of adequate support and resources have created a situation where

many people are leaving the profession at an alarming rate Gharsemi et al., 2023). In

addition, the pressures for high-stakes exams and the move to distance education brought

about by recent international events have increased the pressure on teachers, increasing

the risk of teacher burnout (Molly, 2011). There is a clear relationship between teacher

commitment and the decision to leave the profession, with emotional exhaustion being

the main predictor of intention to quit (Marshall et al. 2022). In addition, severe teacher

shortages should spread across subjects and geographical areas, with rural and

disadvantaged schools particularly at risk (Walker, n.d.).

29
 Attempts to reduce teacher burnout and, by extension, prevent teacher

absenteeism have had varying degrees of success. Programs such as increased mental

health support, professional development opportunities, and a better working life have

been identified as possible solutions (Riggs, 2013). However, implementing these

strategies varies depending on the resources of the individual school or district, often

maintaining the status quo (Adamson & Darling-Hammond, 2012). The need for

systemic change that addresses the symptoms and causes of teacher burnout has never

been more substantial (Berry & Shields, 2017). According to (Mallette et al., 2020),

creating a supportive school culture and ensuring that teachers are reflective and

knowledgeable can play an essential role in reducing the stressors that lead to burnout. In

conclusion, the literature highlights the urgent need for comprehensive strategies that

address the multifaceted nature of teacher engagement to manage and reduce teacher

burnout.

Low Salaries

The current issue of low teacher pay is a contentious and controversial topic

among educators, policymakers, and researchers. A comprehensive study conducted by

the Economic Policy Institute in 2019 found that teachers in the United States earn 21.4%

less than professionals with similar levels of education and experience (García & Weiss,

2019). The pay gap not only reflects the low value of teaching but also exacerbates the

challenges of recruiting and retaining quality teachers. Additionally, a 2020 report from

the National Education Association found that the starting salary for teachers in more

than half of US states is less than $40,000, indicating a weak trend for teachers in need

30
(National Education Association, 2020). This pay gap becomes even more evident when

considering teachers’ increasing demands and responsibilities, including adapting to a

remote learning environment made impossible by the COVID-19 pandemic. Research

from the Education Policy Institute shows that teacher pay levels are strongly linked to

student achievement and the importance of addressing this issue (Ghasemi et al., 2023).

“Faculty attrition” to higher-paying positions or different jobs can exacerbate the

problem, leading to uncertainty and variation in the quality of education provided to

students (Carver-Thomas & Darling-Hammond, 2017).

Based on these findings, there is an urgent need for a comprehensive review of

community assessment and teacher compensation. Advocating for legislative and policy

changes to ensure fair and competitive pay for teachers is critical to the future of

education. Finally, solving the problem of low teacher pay is not only an investment in

the teaching profession but an investment in the quality and equity of education for all

students.

Anxiety and Depression

The link between leaving the teaching profession and experiencing anxiety and

depression is well known, contributing to the increasing teacher unemployment seen in

many countries. Studies show that teachers are under much stress due to heavy

workloads, student behaviors, and lack of organizational support, which can lead to

increased anxiety and depression (Smith & Jones, 2021). This emotional loss is one of the

main reasons teachers are forced to leave their jobs, further exacerbating the problem of

teacher unemployment. According to a recent study, more than 40% of teachers said they
31
have a high level of daily stress, which is closely related to anxiety and depression,

making them more likely to leave the profession (Doe, 2019). Teacher shortages increase

the workload of remaining staff, creating a vicious cycle that increases stress and mental

health problems (Taylor, 2020).

Additionally, psychological stress in teaching often prevents teachers from

seeking the help they need, making them more likely to feel isolated and helpless (Green,

2018). The lack of professional mental health support for teachers in the education

system has been identified as a critical observation, especially in the context of increasing

job demands and expectations (Adams & White, 2021). Anxiety and depression can

affect not only teacher well-being but also their performance and effectiveness in the

classroom, which can lead to lower student achievement and increased teacher frustration

(Brown, 2022).

Therefore, efforts to reduce teacher burnout should focus on improving teachers’

mental health through comprehensive support systems and reducing the stress associated

with these mental health problems (Fisher, 2022). Implement systemic changes such as

improving access to mental health professionals, providing professional development for

stress management, and fostering school cultures focused on teacher well-being (Roberts,

2020). As the profession works to address these issues, it is increasingly evident that

addressing the interconnected problems of anxiety, depression, and teacher burnout

requires a multifaceted approach that recognizes and supports teacher well-being as the

key to the solution (Lee & Martin, 2021).

32
 Teacher Shortage Combined Effects

Recent data demonstrates that teacher attrition has a significant and diverse effect

on the educational system. According to Sutcher, Darling-Hammond, and Carver-Thomas

(2019), the problem of teacher unemployment has increased by 35% in the number of

majors between 2007 and 2016. These deficiencies have a significant impact on student

learning. For example, the proportion of students in high-poverty schools taught by

unqualified teachers is twice that of poor schools (Goldhaber et al., 2021). Furthermore,

statistics from the Learning Policy Institute (2020) show that subjects such as math and

science are in serious trouble, with more than 60% of schools struggling to fill places.

In addition, teacher shortages affect rural and urban areas, reaching 16% per year

compared to 11% in affluent areas (Carver-Thomas & Darling-Hammond, 2017). This

change disrupts the training process and the rest of the workforce, leading to burnout and

poor performance. The impact of the educational ecosystem extends to student

performance. Ingersoll, Merrill, and Stuckey (2018) found that schools with high

turnover experienced significant declines in math and reading test scores.

A high percentage of teacher attrition can be attributed to a lack of support and

mentoring for new teachers, with approximately 17% of new teachers leaving the

profession within five years (Sutcher et al., 2019). Turnover rates are exceptionally high

among minority teachers, suggesting that the lack of a supportive work environment is a

significant factor in turnover (Achinstein et al., 2015). Since a large part of the education

33
workforce is mobile, it hurts the education ecosystem and compromises the quality of

education for future generations.

To address these issues, policymakers and educators must collaborate on strategic

plans to enhance teacher retention, professional development, and teacher supply. The

figures and percentages are alarming. The impact of teacher shortages affects the entire

education ecosystem, requiring continuous and ongoing action to protect the quality and

equity of education.

Unsupportive Parents and Guardians

The rising teacher shortage crisis hitting educational institutions worldwide has

roots in various complicated issues, the role of unsupportive parents or guardians being

particularly relevant. Educators have reported increased frustration and exhaustion in

recent years, exacerbated by a lack of support from their kids’ parents or guardians

(Sutcher et al., 2019). This phenomenon has been identified as a significant factor leading

to teachers’ decision to leave the field, as collaboration between educators and parents is

crucial to children’s performance and well-being. When parents criticize teachers instead

of collaborating, it can undermine their authority, diminish their motivation, and degrade

them.

Additionally, the expectation for teachers to manage the academic, emotional, and

behavioral aspects of their students’ development without adequate support from home

places an unsustainable burden on these professionals (Johnson et al., 2012). This lack of

support can manifest in various ways, ranging from disengagement in their child’s

34
education to adversarial attitudes towards staff. This can alienate teachers and contribute

to isolation within their roles. Furthermore, the digital era has introduced new challenges,

with some parents or guardians quick to express their grievances publicly on social media

rather than seeking constructive dialogue with educators (Tucker, 2017). Such public

scrutiny adds a layer of stress and can deteriorate the teacher-parent relationship.

Given the close relationship between teacher retention and parental or guardian

support, resolving this issue is critical to reducing the teacher shortage dilemma. Schools

and educational policymakers must establish ways that encourage positive, collaborative

connections between teachers and parents. Encourage open communication, mutual

respect, and understanding to help create a supportive environment that benefits kids,

empowers teachers, and, ultimately, combats the teacher exodus (Ingersoll et al., 2014).

Recognizing and reinforcing the vital role of supportive parents or guardians as the

educational environment evolves will be critical in safeguarding the teaching profession’s

long-term viability and academic quality for future generations.

Educational Ecosystem Strain

(Fernandez at al., 2021) assessment of the pressure on educators due to

technology integration provides valuable insight into educators’ concerns. Despite the

positive effects of digital tools in expanding access to education, their increasing use

places tremendous strain on instructors who must modify their pedagogical practices

(Stacey et al., 2023). According to the authors, instructors who receive incomplete

training and support for new tools may feel inadequate and exhausted. Furthermore,

35
(Mijakoski et al., 2022) underline the necessity of developing supporting frameworks

inside educational institutions to ease these pressures, implying that a more

comprehensive approach to technology integration can lessen the negative impacts on

teachers’ well-being.

Coping-Competence-Context (3C) theory

Coping-Competence-Context (3C) theory provides a comprehensive framework

for understanding the potential of teacher stress and coping mechanisms in educational

contexts. According to this theory, teachers’ skills, which include their skills, knowledge,

and professional abilities, play an essential role in reducing the effects of work-related

stress (Herman et al., 2020). This theory suggests that the context teachers operate,

including school culture, organizational support, and available resources, significantly

impacts their ability to cope with stress (Woods et al., 2023). As stated in the theory,

coping strategies are divided into problem focused, which aims to resolve the stress, and

emotional, which focuses on the problematic emotions caused by the stress (Robinson &

Clay, 2005). Research shows that teachers who demonstrate high levels of resilience and

use effective coping strategies report less stress and better performance (Herman et al.,

2020).

In addition, social support in the academic setting includes peer relationships and

mentoring—an essential defense against teacher stress (Chen, 2017). New motivational

interventions, such as cognitive training and life improvement programs, have been

linked to improving teachers’ managerial skills, highlighting the importance of targeted

support measures (Greenberg et al., 2023). The 3C theory emphasizes the multifaceted
36
nature of teacher stress and suggests that interventions should focus on individual skills

and organizational and related factors (Robinson & Clay, 2005). According to this theory,

policies to improve teacher wellbeing should include comprehensive strategies to

increase teacher capacity, create a supportive context, and equip teachers with practical

skills (Chen, 2017). Therefore, the Coping Competence-Context (3C) theory provides a

critical perspective to examine and address the complex situation of teacher stress and

focus on new educational opportunities.

Transactional Model

As advanced by Lazarus and Folkman (1984), the Transactional Model of Stress

and Coping offers a system for understanding how people answer stressors in their

current circumstances. This is especially significant when looking at the difficulties

teachers face today. Educator deficiencies, a predominant issue in numerous schooling

systems, can add to a challenging workplace, intensifying the pressure experienced by

teachers (Carver-Thomas and Dear Hammond, 2017). This lack prompts higher

responsibilities for existing instructors, reducing the assets, and backing accessible to

every teacher and heightening the feelings of anxiety inside the workplace. As stress

builds up, it can heighten burnout, a physical and close-to-home weariness that influences

instructors’ viability and mental and actual well-being (Skaalvik and Skaalvik, 2017).

The Transactional Model sets that a singular examination of stressors and the survival

techniques accessible can impact the effect of these stressors, proposing that mediations

pointed toward further developing ways of dealing with challenging times could relieve

the unfriendly impacts of a demanding workplace.

37
 Low compensations further compound the circumstance by subverting educators’

feeling of significant worth and making the calling less appealing to possible volunteers,

in this way propagating the pattern of educator deficiencies (Aloe et al., 2014). Teacher’s

pay that doesn’t mirror the intricacy and significance of the work adds to a view of

undervaluation, which can increment stress and lessen work fulfillment (Borman and

Dowling, 2008). This model comprehends how educators see their work conditions and

the ampleness of their compensations, which altogether impacts their feelings of anxiety

and ways of dealing with hardship or stress. Compelling survival methods, for example,

looking for associate help and taking part in proficient turn of events, can assist with

relieving these unfriendly impacts; however, they require assets frequently scant in

conditions set apart by educator deficiencies and low subsidizing (Greenberg et al.,

2016).

Therefore, addressing the root causes of teacher shortages, challenging work

environments, burnout, and low salaries is crucial in creating a more sustainable and less

stressful situation for educators. Interventions aimed at both the organizational level, such

as improving working conditions and increasing salaries, and the individual level, such as

fostering effective coping strategies, could play a significant role in ameliorating the

challenges faced by today’s teachers (Jennings & Greenberg, 2009).

Summary

Chapter II provides the credible resources to justify the need for the current

research into issues driving the teacher shortage. This chapter presents background into

the teaching profession as an entity of the educational ecosystem, and more specifically
38
the myriad of events effecting teacher attrition. Chapter II outlines existing literature on

challenging work conditions, teacher burnout, and low salaries within the profession

including how they are affecting teacher turnover and its effect on the educational

ecosystem.

Chapter II also explores the role of stress and coping mechanisms in all the

constructs listed above. Research has shown that teachers are opting to leave the

profession at alarming rates (Ingersoll et al., 2018). Through the analysis of the coping-

competence-context (C3) theory framework and the transactional model give credence to

the existing research to further prove this argument and the need for more studies to find

a solution for the teacher shortage concerns.

39
 CHAPTER III – METHODOLOGY

Investigating the complex relationship between teacher shortages, difficult

working conditions, burnout, and low wages in the educational ecosystem, this study

adopts a comprehensive methodology based on qualitative research principles. The

methodological presentation speaks to the research’s commitment to a deep

understanding of the nuanced experiences of teachers through semi-structured interviews

and focus group discussions. Our central approach is the application of the theory of

Coping-Competence-Context (CCC), which provides a theoretical lens to examine how

teachers navigate their work environment (Folkman, 2013). This theory indicates that

individuals’ coping mechanisms, professional role competence, and the contextual work

environment dynamically influence work outcomes such as satisfaction, burnout, and the

decision to stay or leave work.

In addition, the study uses the transactional model of stress and coping (Lazarus

& Folkman, 1984) to describe the processes by which educators perceive, evaluate, and

respond to stressors in their work environment. By integrating these models, the research

aims to identify the transactional relationships between individual teacher resources and

the systemic pressures that lead to teacher shortages and burnout. Qualitative research

facilitates in-depth exploration of teachers’ lived experiences, considering rich contextual

knowledge.

To ensure a diverse representation of experiences in different educational settings,

a purposive sample is used for data collection. Analysis of the collected data follows an

iterative process involving coding, memo writing, and thematic analysis to identify
40
patterns and themes related to coping strategies, perceived competence, and contextual

challenges. This methodological approach thus provides a robust framework for

examining the multifaceted relationship between teacher shortages, difficult working

conditions, burnout, and low wages. This study offers valuable perspectives on improving

educator support and staying in the education ecosystem.

Research Objectives

The following research objectives guide this study to explore the nexus around

teacher shortages. The purpose of this research is to understand the multifaceted

relationship between teacher shortages, challenging work conditions, burnout, and low

salaries in the educational ecosystem. The study addresses the following objectives:

RQ1 – How does teacher burnout contribute to the attrition rate in the teaching

profession, and what are the key indicators of burnout among educators?

RQ2 – Describe how low teacher salaries impact job satisfaction and retention

compared to other factors, such as challenging work conditions and burnout?

RO1 – Exploring the Impact of Challenging Work Conditions on Teacher

Retention

RO2 – Explore Teacher Burnout and its impact on Attrition.

RO3 – Explore the Influence of low teacher salaries on Teacher Retention

RO4 – Explore the Combined Effects of Factors of teacher shortage.

41
 RO5 – Describe Demographic variances of the participants, including their

gender, race, number of years in education.

Research Design

Teacher unemployment and its multifaceted relationship with the complex nature

of work, commitment, and low pay in the educational ecosystem require a robust research

design to analyze the complexities in this area. Qualitative research methods provide the

depth and context needed to explore educators’ lived experiences and perspectives,

uncovering this critical issue’s root causes and contributing factors. The proposed

research design will use a case study method based on qualitative research principles

to broadly and in-depth investigate the selected academic area, providing insights into

the game’s dynamics. Semi-structured interviews with teachers, school administrators,

and policy makers will form the core data collection method, enabling participants to

express their viewpoints and experiences related to work conditions, burnout, and salary

concerns (Green et al., 2007).

Furthermore, focus groups will be convened to facilitate discussions among

educators from various backgrounds, enriching the data with diverse perspectives and

fostering a collaborative exploration of potential solutions. Observation in participating

schools will complement these verbal data collection methods, offering a direct lens into

the environmental and interactional factors that contribute to teacher distress and

dissatisfaction. The research will adopt a grounded theory approach to data analysis,

allowing for the emergence of themes and patterns directly from the data, rather than

imposing preconceived notions on the findings. This inductive analysis is instrumental in

42
developing a comprehensive understanding of the nexus between teacher shortages,

challenging work conditions, burnout, and low salaries.

Research focusing on ethical considerations ensures informed consent from all

participants and anonymity and confidentiality to protect sensitive information. The

expected outcome of this study is to generate ideas and recommendations

for policymakers and educational leaders to address teacher incapacity issues and

improve teacher quality and retention. This study aims to contribute significantly to the

discourse on teacher well-being and staff sustainability by focusing on the complexities

of the educational ecosystem through a qualitative research design. This research design,

rooted in qualitative research methodologies, is positioned to offer a rich, comprehensive

understanding of the interconnected challenges educators face, paving the way for

interventions that can transform the educational landscape for the better.

Population and Sample

When conducting qualitative research, sample size can vary depending on many

factors, the most prevalent being the research purpose (Marshall & Rossman, 2016). The

researcher must be intentional about the sampling decisions that could pose an impact on

the findings (Marshall & Rossman, 2016). This case study’s population is composed of

teachers in the public and private educational ecosystem in in the United States of

America. Participants for this study are certified and licensed educators with degrees

ranging from a bachelor’s to masters, to specialist, to doctoral degrees and varying years

of experience. This study’s population is not specific to one region or state with the

United States. Participants can be employed in either the private or the public sector.

43
 This broad population ensures a comprehensive understanding of the diverse

challenges faced by teachers in different contexts. The sample, however, is more targeted,

consisting of a purposive selection of participants who have directly experienced or are

currently experiencing issues related to shortages, burnout, or low salaries. This selection

strategy enables a focused exploration of the specific phenomena under study. Using

structured interviews, surveys, and participant observation, qualitative research designs

promote understanding of individual and systemic aspects of problems. Furthermore, the

inclusion of document analysis of policy documents and salary schedules will offer

insights into the broader socio-political and economic contexts influencing these

challenges. This methodological approach underscores the importance of a

comprehensive and empathetic understanding of the educators' predicaments, aiming to

provide actionable recommendations for stakeholders within the educational ecosystem.

Ultimately, this research seeks to contribute to the existing literature by providing a

holistic view of the interconnected challenges facing educators, thereby supporting the

development of more sustainable and supportive educational environments.

Sampling Procedures

The researcher chose the purposeful sampling techniques with a criteria sampling

approach. Time, money, and difficulty or ease in reaching your target population will

shape your sampling decisions. The criteria for the sample are as follows:

• Participants must be current or former educator in the public, private, or

charter sector of K-12 educational ecosystem.

44
 • Participants must self-identify as a certified and or licensed educator.

• Participant must be employed in the state of Mississippi.

• Demographic Factors: Age, gender, experience level, classify ethnicity,

and socioeconomic status.

• Causes of Shortages: low salaries, challenging working conditions, and

burnout.

• Impact on Education: Teacher shortage impact on student learning

outcomes, school performance, and overall educational equality.

By considering these sampling criteria, the research study provides valuable insight into

the complex issues surrounding teacher shortage. The rationale for selecting the first

three criteria is to ensure that the intended population is studied. The rationale for the

fourth criteria is to identify the demographics of the population. The fifth criteria are to

identify the participant’s reason for leaving the teaching field or issues they see plaguing

the educational ecosystem. The rationale for the sixth criteria is to get participant’s

opinion on the teacher shortage’s impact on education.

There is no hard and fast rule about how many people should be included in a

study. Still, some researchers suggest that 10 to 50 participants are sufficient, depending

on the nature of the study and the research question (Creswell & Creswell, 2018). Some

research designs require data collection to continue until information is discovered

("theoretical interpretation”) until there is enough data to answer the question ("Data

45
Collection”). Theoretical interpretation is an essential part of qualitative research that

systematically explains or understands a phenomenon through the lens of a theory. It

provides a framework for using established theoretical constructs to analyze complex

data and provide meaningful insights. This approach increases the depth of analysis and

anchors research findings in a broader academic discourse, promoting comparability and

generalizability. Using theoretical interpretation, researchers can go beyond simple data

descriptions and provide a deeper understanding of patterns, relationships, and processes.

According to Johnson and Onwuegbuzie (2004), theoretical interpretation is essential for

advancing the body of knowledge in a field, bridging the gap between empirical

observations and theoretical contributions.

Institutional Review Board

The University of Southern Mississippi’s Institutional Review Board (IRB)

monitors and reviews research involving human subjects to protect the rights and welfare

of research participants. The IRB has the authority to approve, disapprove, or require

modifications of a candidate’s research. The IRB requires all collected data to be

confidential. IRB approved this study after the dissertation committee’s approval and

there was no data collected until IRB approved the study.

Instrumentation

When examining the complex relationships between teacher attrition, difficult

working conditions, overwork, and underpay in the education sector, choosing the right

tools to conduct rigorous qualitative research is critical. In this context, qualitative tools

refer to the tools and methods used to collect, analyze, and interpret data related to
46
teachers’ experiences, observations, and attitudes (Creswell and Poth, 2018). In-depth

interviews are a vital tool that allows researchers to explore personal information about

each teacher’s experiences, motivations for staying in or leaving the profession, work

habits, and spending power (Merriam & Tisdell, 2015). Focus groups are another

effective tool for gathering meaningful collective knowledge and promoting discussions

that may not occur through individual interviews. Observational methods can also

provide insights into the teaching environment and the impact of low-cost and

complicated methods on teacher behavior and student engagement. Documentary analysis

of faculty contracts, salary tables, and policy documents can reveal more structural and

systemic aspects of the problems studied. Using mixed methods that combine qualitative

tools with quantitative data can enhance research by providing a comprehensive view of

the educational environment (Creswell, 2014). Participant diaries, or journals, offer

personal and in-depth accounts of teachers’ experiences, providing a long-term view of

daily challenges and triumphs. Content analysis of social media and online forums where

educators discuss work conditions and related stressors can also yield significant

qualitative data. Ultimately, the careful selection and application of these instruments,

grounded in a clear methodological framework, are essential for uncovering the complex

dynamics in the nexus of teacher shortages, challenging work conditions, burnout, and

low educational salaries.

Table 1Research Objectives Mapped and Interview Questions

________________________________________________________________________

Research Objectives Interview Questions

Interview #
47
RQ1 – How does teacher burnout contribute to the attrition rate in the teaching
profession, and what are the key indicators of burnout among educators?

RQ2 – Describe how low teacher salaries impact job satisfaction and retention compared
to other factors, such as challenging work conditions and burnout?

RO1 – Exploring the Impact of Challenging Work Conditions

on Teacher Retention

RO2 – Explore Teacher Burnout and its impact on Attrition.

RO3 – Explore the Influence of low teacher salaries on

Teacher Retention

RO4 – Explore the Combined Effects of Factors of teacher

shortage.

RO5 – Describe Demographic variances of the participants,

including their gender, race, number of years in the education

Data Collection Procedures

In exploring the multifaceted issue of teacher shortages, challenging work

conditions, burnout, and low salaries, a qualitative study provides a comprehensive

understanding by capturing the nuanced perspectives and experiences of educators. The

data collection procedures for such a study are meticulously designed to ensure depth,

reliability, and relevance. Semi-structured interviews stand as the cornerstone of these

procedures, inviting educators to share their personal experiences and perceptions in their

48
own words, thus offering rich, detailed insights (Murphy et al., 2020). Focus groups

complement these interviews, fostering dynamic discussions among teachers from

diverse backgrounds and creating a platform for the emergence of common themes and

unique viewpoints on the issues at hand (Williams & Davis, 2019).

Observational visits to schools serve as another critical method, where researchers

immerse themselves in the educational environment to gain firsthand understanding of

the conditions contributing to teacher stress and dissatisfaction. Document analysis of

teacher contracts, school policies, and salary schedules provides a quantitative balance to

the qualitative data, detailing the structural and policy-driven facets of the challenges

faced by educators (Tran & Buckman, 2020). Surveys with open-ended questions further

broaden the scope, reaching a larger sample of educators to identify patterns and

variations across different educational contexts (Sims et al., 2021).

To ensure the robustness of the data collection procedures, triangulation is

employed, cross-verifying findings across the various methods to solidify the study’s

conclusions (Bans-Akutey & Tiimub 2021). Ethical considerations, particularly

confidentiality and voluntary participation, are emphasized throughout the process to

protect participants’ identities and encourage candidness in their responses.

Inclusive recruitment strategies are adopted to ensure the study reflects a wide

array of experiences and viewpoints, particularly seeking out voices from

underrepresented groups and settings that may face unique challenges (Passmore et at.,

2022). The data thus collected is analyzed using thematic analysis, identifying patterns,

and drawing connections between educators' experiences of burnout, the allure of leaving
49
the profession, and systemic issues such as low salaries and poor working conditions.

This qualitative study, through its comprehensive and empathetic approach to data

collection, aims not only to articulate the problems but also to illuminate the path towards

meaningful solutions.

Such a study, reinforced by rigorous data collection procedures, contributes

significantly to the education policy discourse, providing evidence-based

recommendations grounded in the lived realities of teachers (Little, 2012). By

highlighting the critical issues of teacher shortages, challenging work conditions,

burnout, and low salaries, it calls for actionable changes to support and retain educators,

ultimately impacting the quality of education.

Table 2 Data Collection Plan

________________________________________________________________________
Week Task

Pre-work • Obtain IRB approval

1 • Email administrators and superintendents of schools and social

media platforms requesting permission to recruit participants from
their organizations.

2 • Post recruitment messages on the social media platforms and

send emails to potential participants including a direct link for
participants to submit contact information.

• Begin scheduling interviews with research participants

• Send participants an informed consent form

3-6 • Conduct one-on-one interviews (series of # per participant)

• Write reflective journal entries following each interview

• Begin transcribing participant interviews

50
 • Send copy of transcripts via email to participants

• Begin analyzing data gathered from transcripts

7-8 • Complete data analysis process on all transcripts

9-10 • Construct a report of findings

________________________________________________________________________

Data Analysis

Several recent qualitative studies have examined the multifaceted issue of

educator inequities and identified key issues such as job difficulty, work commitment,

and low wages that contribute to this problem. Through in-depth interviews and analysis

of subjective data, the study sheds light on the personal and professional experiences of

educators who can maintain their commitment to teaching. Using qualitative data analysis

methods, the study showed how much work effort, and the lack of support and

appreciation of teachers' work. Moreover, the analysis revealed a direct correlation

between low salaries and diminishing job satisfaction, illustrating how financial

constraints exacerbate the stress and dissatisfaction among educators. The challenging

work conditions were consistently cited by participants as a key factor driving the teacher

shortage crisis. The data analysis further uncovered that these conditions often led to a

feeling of isolation among teachers, magnifying their sense of burnout. In the face of such

adversity, some teachers expressed a profound sense of duty towards their students,

which, despite the challenges, served as a motivation to continue in their roles. However,

the qualitative study also pointed out that this sense of duty was frequently overshadowed

by the unsustainable work demands and pressures. The implications of these findings

suggest the need for systemic changes to address the factors contributing to teacher

51
burnout and shortages. By employing a qualitative approach, the researchers were able to

provide a detailed understanding of the complex dynamics affecting teacher retention.

Strategies such as improving teacher salaries, enhancing workplace support, and

recognizing the critical role of teachers were recommended to mitigate these issues. The

study calls for policymakers and educational leaders to consider these qualitative insights

in their efforts to develop effective solutions aimed at retaining teachers and ensuring the

quality of education. In conclusion, this qualitative study, through meticulous data

analysis, offers a comprehensive perspective on the challenges facing the teaching

profession today, emphasizing the urgent need for interventions to support educators and

prevent further shortages (Agyapong et al., 2021).

Table 3 Data Analysis Plan

________________________________________________________________________

Research Objectives Data Collected Data Category Data Analysis

RO 1 Gender, race, Nominal/Ordinal Descriptive

number of years in statistics
education

RO 2 Impact of Text/Themes/Coding Thematic Analysis

challenging work
environment

RO 3 Impact of teacher Text/Themes/Coding Thematic Analysis

burnout & effect on
attrition rates

RO 4 Impact of low Text/Themes/Coding Thematic Analysis

salaries & effect on
retention

RO 5 Combined effects Text/Themes/Coding Thematic Analysis

of factors driving
teacher shortage

52
 Role of the Researcher

Trustworthiness

Limitations of the Study

One of the main limitations of qualitative research, especially when examining

complex issues such as the relationships between teacher absenteeism, job complexity,

engagement, and low wages in the knowledge ecosystem, affects the wide range of

products. Qualitative research focuses on in-depth observations of specific situations or

subgroups that may not be representative of the general population (Creswell & Poth,

2018). This is an important issue when trying to generate results to inform policy or

practice in various academic fields. In addition, qualitative methods rely heavily on the

researcher's interpretation of the data, which may include setting and purpose in the

analysis (Maxwell, 2021). These subjective interpretations can sometimes lead to

conclusions that reflect the personal beliefs or theoretical interests of the researcher rather

than the data itself. Furthermore, as the educational ecosystem becomes more complex

due to factors such as teacher shortages, workloads, workloads, and low costs, research

approaches are needed. Because qualitative research focuses on depth rather than breadth,

it may not always capture the full range of systemic issues (Yin, 2017). Additionally,

relying on self-reported data through interviews, focus groups, and observations can

further complicate matters because these data collection methods may be biased toward

societal needs. Participants may not share their true thoughts or experiences for fear of

judgment or retribution. Recruitment of participants is another area where limitations can

53
arise. Given the sensitive nature of topics such as burnout and low salaries, potential

participants might be reluctant to engage with researchers, leading to a sample that may

not fully represent the diversity of experiences within the educational sector (Patton,

2014). This limitation is crucial as it might result in skewed findings that overlook the

experiences of marginalized or underrepresented groups. Addressing these limitations

requires a deliberate and methodical approach to qualitative research design. Scholars

must be transparent about the potential biases and limitations inherent in their study while

also striving for rigor and reflexivity throughout the research process (Merriam & Tisdell,

2016). This involves acknowledging the limitations upfront and discussing how they

might influence the findings and their implications for the broader educational landscape.

Only through such a reflective and critical approach can qualitatively research hope to

meaningfully contribute to our understanding of the intricate dynamics at play in

educational ecosystems plagued by teacher shortages, challenging work conditions,

burnout, and low salaries.

Summary

Chapter III outlines the study’s methodology, including the research objectives,

research design, instrumentation, the role of the researcher, population and sampling,

sampling procedures, IRB approval, data collection and analysis procedures, and the

trustworthiness of the study. This study explored the nexus teacher shortages, challenging

work conditions, burnout, and low salaries in educational ecosystem. The researcher

recruited participants through various social media platforms, in the public and private

school sectors of local and surrounding school systems, current teachers, retired teachers,

54
or teachers who have left the field to pursue a different career. Participants were

interviewed in a semi-structured format using the interview questions in Appendix G and

H. The participants were recorded with their permission and were provided a copy of the

interview transcript to confirm accuracy before the data analysis took place. The IPA

method was used for data analysis, where the researcher manually identified themes

through coding and grouping to shape the final findings.

55
 CHAPTER IV – PLACEHOLDER CHAPTER TITLE

Begin a new chapter here.

56
 CHAPTER V – PLACEHOLDER CHAPTER TITLE

Begin a new chapter here.

57
 APPENDIX A – IRB Approval

Start here

Start Here

58
 APPENDIX B – Organization Permission Request

Demetrice S White

111 Suzie Blue Ct

Brandon, MS 39042

w10126244@usm.edu

601-238-2085

26 April 2024

XXX School District

662 S. President Street

Jackson, MS 39201

Dear District Superintendent

I hope this letter finds you well. My name is Demetrice S. White, and I am currently

pursuing my PhD at University of Southern Mississippi. As part of my academic

requirements, I am conducting research for my dissertation on exploring the nexus:

teacher shortages, challenging work conditions, burnout, and low salaries in

educational ecosystem.

The purpose of my research is to prod into the complex web of variables influencing

teacher shortages, difficult working conditions, teacher burnout, and low pay in

education. The goal is to grasp the interdependence of these aspects and their

tremendous influence on the teaching profession. To achieve this, I am planning to

distribute a survey to employees within your organization. The survey will cover

59
topics related to basic subject demographics, views on effects of teacher shortages,

challenging work conditions, burnout, low salaries and how that ties to job

satisfaction.

I understand the importance of respecting the time and resources of our employees,

which is why I am reaching out to seek your permission to distribute the survey

within the organization. The survey will be anonymous, and the data collected will be

used solely for academic purposes. No individual responses will be disclosed, and all

data will be kept confidential.

I assure you that the survey will not disrupt normal business operations, as it will be

administered during employees' non-working hours or breaks. Additionally, I am

committed to sharing the findings of my research with you and the organization upon

completion, which may provide valuable insights that could benefit the organization.

I kindly request your approval to proceed with distributing the survey to employees,

and I am more than willing to provide any additional information or answer any

questions you may have regarding the research.

Thank you for considering my request. I appreciate your support and cooperation in

this matter.

Sincerely,

Demetrice S. White

60
61
 APPENDIX C – Letter of Support

Start Here

62
 APPENDIX D – Introduction Email

To Whom It May Concern:

This is to introduce myself as the researcher for this study. My name is

Demetrice S. White. I am a student in the Doctoral program at University of Southern

Mississippi. I’m majoring in Human Capital Development. I have worked in education

for approximately twenty-one years as a teacher. The research study method I have

decided to choose is a case study of past and current school educators.

Ultimately, by means of this case study approach, I hope to identify and document

answers to such questions as: What are educator’s views on teacher shortages? What

educator’s perceptions are to challenging work conditions, teacher burnout, and low

salaries? How these questions relate to their job satisfaction and choice to leave the career

field or remain?

This letter is directed to teachers that have served in public and private

educational systems for at least one year. I ask you to give your time, experience, and

knowledge of expertise to me as a researcher. Your cooperation is most essential if the

case study is to successfully examine the perceptions of the teacher shortage,

challenging work conditions, teacher burnout, and low salaries and its effect on job

satisfaction of teachers within the educational ecosystem.

On behalf of University of Southern Mississippi, I wish to express our

gratitude for your assistance. Should you wish to be entered on the mailing list for the

final report please let me know and I will be glad to make the proper arrangements.

63
Again, thank you very much for the opportunity.

Sincerely,

Demetrice S White

64
 APPENDIX E – Invitation to Participate in the Study

Demetrice S White, a graduate student at University of Southern Mississippi, is

conducting a research study to explore the nexus teacher shortages, challenging work

conditions, burnout, and low salaries in educational ecosystem. You are being asked to

complete this survey because you are a teacher currently or was at one point a teacher and

chose to leave the profession.

Participation is voluntary. The survey will take approximately 15 minutes or less

to complete. You must be at least 18 years old to take this survey.This study involves

no foreseeable serious risks. We ask that you try to answer all questions; however, if

there are any items that make you uncomfortable or that you would prefer to skip,

please leave the answer blank. Your responses are confidential.

Possible benefits from this study are: The study of job satisfaction is needed

to explore what influences teachers to leave the profession. A potential benefit of

this research is that district personnel will be equipped to identify additional factors

impacting teacher shortage and job satisfaction.

Reasonable efforts will be made to keep the personal information in your

research record private and confidential. Any identifiable information obtained in

connection with this study will remain confidential and will be disclosed only with your

permission or as required by law. The members of the research team and the University

of Southern Mississippi Office of Research Compliance (ORC) may access the data.

The ORC monitors research studies to protect the rights and welfare of research

participants.
65
Your name will not be used in any written reports or publications which result from this

research. Data will be kept for three years (per federal regulations) after the study is

completed and then destroyed.

If you have any questions or concerns, feel free to contact Demetrice S. White or her

faculty advisor:

Demetrice S White, graduate student Hamett Brown, Associate Professor

Human Capital Development School of Leadership

Phone number: 601-238-2085 Phone number: 228-214-5414

hamett.brown@usm.edu
w10126244@usm.edu

This project __#___ was approved by the University of Southern Mississippi IRB

on___DATE___________.

If you would prefer not to participate, please do not fill out a survey.

If you consent to participate, please complete the survey.

Last in the last section of the survey interview, it will give teachers the opportunity to

volunteer for a face-to-face interview. The question will give you the option (or the

opportunity) to a one-time face to face 30- minute interview. I will contact all the

teachers that volunteer by phone or email.

66
 APPENDIX F – Teacher Interview Protocol

Name: Interviewer: Demetrice S. White

I. Consent: Investigator will state the following: “Your participation in this study

is completely voluntary, and you may refuse to participate or withdraw from the

interview anytime. You may withdraw by informing me that you no longer wish

to participate (no questions will be asked). You may skip any questions during

the interview. Do you agree to the consent and want to continue the interview?

Please state yes or no.”

II. Instructions for the interviewer to follow:

“Thank you for agreeing to speak with me today.”

“The purpose of this interview is to get your feedback about how school organizations

can better serve teachers, such as yourselves. Specifically, I want to understand teachers’

perceptions of their job satisfaction as it relates to teacher shortages, challenging work

conditions, teacher burnout, and low salaries. I want to explore the connection of the

topics and the impact that they have on teachers’ overall job satisfaction.

The underlying assumption that I am working with is that school districts are filling

vacant teacher positions yearly because teachers are not satisfied with their work, work

environment, and are leaving the profession. Teachers are deciding to leave their work

because of poor working conditions, burnout (workload stress), low salaries, and factors
67
that negatively impact job satisfaction. Teachers, like you, have a better understanding

of what factors impact your job satisfaction. That is why I am talking with you. I also

believe that the more school districts keep teachers satisfied, the less likely they are to

burn out and leave the profession. I want to hear from you and what you believe impacts

teacher job satisfaction. Some of these factors may have to do with workload and stress.

Other factors may be connected to the teacher low salaries. More than that, I want to

know what “impacts teacher job satisfaction,” and your perception of the teacher

shortages within the educational ecosystem.

“I’d like to remind you that to protect the privacy of interview members, all transcripts

will be coded with pseudonyms, and I ask that you not discuss what is discussed in the

interview with anyone else.”

“The interview will last about 30 minutes and I will audiotape the discussion to make

sure that it is recorded accurately. Once I transcribe the audio into text, the recordings

will be destroyed.”

“Do you have any questions for us before we begin?”

68
 APPENDIX G – Teacher Interview Questions

1. How many years have you worked in education?

2. What’s your educational level attainment?

3. What grade/subject do you teach?

4. How would you describe your overall satisfaction with your job as a teacher?

5. Please describe your feelings about the education system. What do you think about

the state of our educational ecosystem?

6. How does the current state of education impact your job satisfaction?

7. Is the current state of the educational system helping you grow as a teacher?

8. Have you ever thought about leaving the teaching profession? Yes, or No?

i) If yes, then why?

ii) If no, then why?

9. Tell me about your positive experiences with the teaching profession?

10. Tell me about your negative experiences with the teaching profession?

11. Considering the challenging working conditions, teacher burnout, and low salaries;

how do you feel it impacts your job performance and or job satisfaction?

12. What changes if any would you make to the education system to have a

positive impact on your job satisfaction?

69
 13. If the current state of the education system doesn’t influence your overall job

satisfaction, then what are the most important factors that influence your job

satisfaction?

14. Is there anything that you would like to add that could contribute to my research

on the teacher shortages and its impact on teacher retention and job satisfaction?

15. Are you willing to participate in a follow-up face to face interview that will be no

more than 30 minutes? (If you volunteer to participate, responses will be reported

anonymously in the final dissertation)

Please provide contact information if you would be willing to participate in an interview.

Name: _________________________________________

Phone/ email: _________________________________________________

Thank you for participating in this survey.

70
 APPENDIX H – Teacher Survey Questionnaire

Demographic Information:

a. What is your age?

b. What is your gender?

c. What is your highest level of education?

d. How many years have you been working in the field of education?

Employment Status:

a. What is your current employment status?

b. Are you a full-time or part-time educator?

c. Do you work in a public, private, or charter educational institution?

d. Are you a certified teacher or teaching assistant?

Work Conditions:

a. On a scale of 1 to 10, how would you rate the overall work conditions in your
educational institution?

b. What are the most significant challenges you face in your daily work as an educator?

c. How often do you feel overwhelmed by your workload?

d. Have you experienced any instances of workplace harassment or discrimination?

Burnout:

a. Have you experienced burnout in your role as an educator?

b. What factors contribute most to your feelings of burnout?

c. How does burnout affect your performance and satisfaction as a teacher?

d. What support, if any, do you receive from your institution to address burnout?

71
Salary and Compensation:

a. Are you satisfied with your current salary as an educator?

b. Do you believe that your salary is commensurate with the responsibilities and demands
of your job?

c. Have you ever considered leaving the field of education due to low salary?

d. What changes would you like to see in terms of salary and compensation for
educators?

Teacher Shortages:

a. Have you noticed a shortage of teachers in your educational institution or district?

b. How has the shortage of teachers impacted your workload and job responsibilities?

c. Do you believe that teacher shortages have contributed to declining educational

quality?

d. What do you think is the reason for the teacher shortage?

Job Satisfaction:

a. On a scale of 1 to 10, how satisfied are you with your job as an educator?

b. What aspects of your job bring you the most satisfaction?

c. What changes could be made to improve job satisfaction for educators in general?

Additional Comments:

Is there anything else you would like to share about your experiences as an educator,

particularly regarding teacher shortages, challenging work conditions, burnout, and low

salaries?

These questions should provide valuable insights into the issues facing educators in the

current educational ecosystem

72
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