Addressing Burnout in Educational Administrators

Nyiramukama Diana Kashaka

Faculty of Education, Kampala International University, Uganda

ABSTRACT

Educational administrators play a pivotal role in shaping school climate, supporting teachers, and implementing policy, yet they often experience chronic stress and professional burnout. While teacher burnout has received considerable attention, the psychological toll on administrators remains underexplored. This qualitative study investigates how educational administrators experience and respond to burnout using a phenomenological approach. The research focuses on identifying emotional, organizational, and systemic contributors to burnout, such as workload, policy constraints, and lack of support, and explores how resilience, self-efficacy, and systemic interventions can mitigate these effects. The study reveals that burnout in administrators not only affects their well-being but also significantly impacts teacher morale, student outcomes, and school performance. By examining both personal coping mechanisms and institutional strategies, the research offers insights into sustainable practices that school districts and policymakers can implement to promote administrator well-being and retention. Ultimately, addressing administrative burnout is essential for fostering a supportive and thriving educational environment.

Keywords: Educational administrators, burnout, emotional exhaustion, school leadership, resilience, stress management, organizational support.

CITE AS: Nyiramukama Diana Kashaka (2025). Addressing Burnout in Educational Administrators. IAA Journal of Arts and Humanities 12(1):9-15. https://doi.org/10.59298/IAAJAH/2025/121915