Supporting New Teacher Wellness & Mitigating Burnout: An Exploration of the Self-Care Strategies of New Teachers

Abstract

This qualitative study centers the lived experiences of 14 new teachers through the collection and analysis of weekly reflection data for the duration of their first year of teaching. Specifically, this study investigates the self-care strategies the new teachers employed to mitigate feelings of burnout during their first year. Findings reveal four primary self-care strategies implemented by the new teachers including drawing on support systems, setting boundaries, engaging in hobbies, and prioritizing physical, emotional, and mental wellness through self-compassion. Recommendations provided include how teacher preparation programs and PK-12 districts can support the self-care of their new teachers. By more fully understanding the demands of the profession and the impact on the wellbeing of its teachers, researchers and educators may be able to identify systemic changes to how we support and retain new teachers.