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This doctoral project explores the relationship between Catholic school culture and teacher burnout within the context of Catholic secondary schools in the state of Texas. While the subject of teacher burnout has gotten considerable attention in educational research, there is very little research on the specific relationship between school culture and teacher burnout within a Catholic secondary school setting. The goal of this study is to address this gap of knowledge by examining how the quality of culture, unique to Catholic schools, impacts teacher burnout. Utilizing a problem-based learning approach, this dissertation employs a survey designed to measure the quality of culture and the level of burnout experienced by faculty. The survey uses both quantitative and qualitative survey items to gather information from faculty currently employed in a Catholic secondary school. The research covers the distinctive elements of Catholic school culture: mission and vision, academic excellence, service, community and collegiality, and belonging and inclusion. It also covers the subscales of teacher burnout, identified by Seidman & Zager (1986): career satisfaction, perceived administrative support, coping with job-related stress, and attitudes towards students. Through an analysis of the survey data, the study seeks to determine if there is a correlational relationship between the quality of culture with a Catholic school and the level of burnout experienced by teachers. Additionally, it explores the ways which school leaders might help to mitigate the level of burnout by improving the quality of culture within their schools. The findings of this research contribute to a deeper understanding of teacher burnout within the context of Catholic schools and provide valuable insights for school leaders, administrators, and policymakers. By shedding light on the relationship between Catholic school culture and teacher burnout, this doctoral project offers a foundation for the development of strategies aimed at fostering healthier work environments for teachers in Catholic secondary schools in Texas and potentially beyond.

This doctoral project explores the relationship between Catholic school culture and teacher burnout within the context of Catholic secondary schools in the state of Texas. While the subject of teacher burnout has gotten considerable attention in educational research, there is very little research on the specific relationship between school culture and teacher burnout within a Catholic secondary school setting. The goal of this study is to address this gap of knowledge by examining how the quality of culture, unique to Catholic schools, impacts teacher burnout. Utilizing a problem-based learning approach, this dissertation employs a survey designed to measure the quality of culture and the level of burnout experienced by faculty. The survey uses both quantitative and qualitative survey items to gather information from faculty currently employed in a Catholic secondary school. The research covers the distinctive elements of Catholic school culture: mission and vision, academic excellence, service, community and collegiality, and belonging and inclusion. It also covers the subscales of teacher burnout, identified by Seidman & Zager (1986): career satisfaction, perceived administrative support, coping with job-related stress, and attitudes towards students. Through an analysis of the survey data, the study seeks to determine if there is a correlational relationship between the quality of culture with a Catholic school and the level of burnout experienced by teachers. Additionally, it explores the ways which school leaders might help to mitigate the level of burnout by improving the quality of culture within their schools. The findings of this research contribute to a deeper understanding of teacher burnout within the context of Catholic schools and provide valuable insights for school leaders, administrators, and policymakers. By shedding light on the relationship between Catholic school culture and teacher burnout, this doctoral project offers a foundation for the development of strategies aimed at fostering healthier work environments for teachers in Catholic secondary schools in Texas and potentially beyond.

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