Semester of Graduation

Fall 2025

Degree

Master of Arts (MA)

Document Type

Thesis

Abstract

This thesis investigates the relationship between racial microaggressions and teacher burnout, with a specific focus on emotional exhaustion and depersonalization. Teachers of color in predominantly White or less racially diverse schools may experience unique racial stressors, such as microaggressions, that impact their mental health and teaching efficacy (Hemric et al., 2010; Lambert et al., 2009; Maslach & Jackson, 1986; Skaalvik & Skaalvik, 2011; Sue et al., 2007; Zee & Koomen, 2016). The study (a) examined the direct relationship between racial microaggressions and teacher burnout; (b) explored the moderating role of school connectedness in this relationship; and (c) investigated whether teaching self-efficacy mediates the link between racial microaggressions and burnout. By analyzing these relationships, the study provides a deeper understanding of how racial microaggressions affect teachers’ well-being and professional sustainability through the application of minority stress theory. The findings offer valuable insights into protective factors and potential interventions that may mitigate the negative effects of racial microaggressions, ultimately informing policies and practices that better support teachers of color.

Date

11-3-2025

Committee Chair

Long, Anna & Choe, Danbi

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