Purpose

This research examined the lived experiences of postsecondary educators dealing with job burnout or compassion fatigue derived from their roles as teachers.

Method

Qualitative research interviewing was used to examine possible interconnectedness between the variables through three specific research questions.  The research questions asked why a postsecondary educator would stay upon self-identifying as having job burnout or compassion fatigue, what instances or events, if any, would further their desire to stay, and which instances or events, if any, would provoke an educator to leave their position.  The researcher interviewed nine currently practicing postsecondary educators among AICAD institutions.

Results

Data analysis revealed five themes concerning the research questions: job tasks, negative feelings, positive feelings, organizational culture, and senior administration.  As identified by participants, factors that aid in combatting burnout involve work with students, peers, and autonomy factors.  Those regarding compassion fatigue concern a positive impact on students, establishing boundaries to the amount of help provided, employing avoidance methods, and taking time to understand the afflicted or process before acting.  Factors that would compel an educator to leave their career behind concern organizational culture issues, student issues, administrative malpractice, or compensation incentives.

Keywords: Postsecondary Teaching, Higher Education, Compassion Fatigue, Job Burnout, and Qualitative Research