Abusive supervision

, 154–155

Accountability pressures

, 143

Adaptability

, 75–76

Administrative leadership

, 4

Administrative tasks

, 53

Administrator support

, 52–53

Affective empathy

, 68

Affinity groups

, 22

Agentive PE teacher

, 124–125

Alternatively certified teachers

, 84–85

Analysis tools of narrative inquiry

, 31

Anger

, 29

Anthropology

, 83

Anti-gay curriculum laws

, 109–110

Anxiety

, 29

Art classes

, 66

Art education

, 66, 69

analysis

, 71

Binh and Kersten’s teacher entry motivations and beliefs, influencing retention

, 74

findings

, 71–75

implications

, 75–77

literature review

, 68–69

method

, 70–71

theoretical framework

, 70

theories

, 67–68

Art practices

, 3

Art teachers

, 3

Art therapy

, 67, 69

Attachment

, 67–68

theory

, 67–68

Attacks

, 100

Authentic teacher identities

, 183–187

autobiographical narratives

, 183

education shortcomings

, 186

gender game

, 184–185

Jordan

, 186–187

projects

, 183–184

Basic Interpersonal Communication skills (BICS)

, 95

Behavioral problems

, 51–52

Big D discourse

, 100–101

Black educators

, 9

Black female teachers (BFTs)

, 9

Black Girls Teach (BGT)

, 22

Black Male Educator Alliance (BMEA)

, 22

Black male teachers

, 9–10, 14

Black psychology

, 10

Black teachers

, 3, 8

burnout

, 9

conceptual framework

, 10–11

context

, 11–12

data analyses

, 13

demographic information of black educators

, 12

experiences

, 9

findings

, 13–18

literature review

, 9–10

macro-level recommendations

, 21–22

methodology

, 11–13

micro-level recommendations

, 22

participants

, 12–13

positionality

, 13

radical healing framework

, 10–11

state of black teachers in United States

, 9–10

Black women educators

, 9–10

Black youth

, 9–10

Briggs initiative

, 108–109

Broadening

, 84, 123

Burnout (see also Momentary burnout)

, 1–4, 27, 47–48, 138

among teachers

, 86

book bans

, 109–112

Briggs initiative

, 108–109

impact of burnout on teacher attrition

, 87–88

classroom with gay

, 104

existence to colleagues

, 104–105

fag as elementary teacher

, 101–103

first grader’s teacher

, 105–107

gay-straight alliances and Equal Access Act

, 109

historical contexts

, 107–112

implications

, 112–113

students defending gay teacher on playground

, 103–104

symptoms and indicators of

, 85–86

theoretical framework

, 100–107

warnings of gay teacher

, 104

Burrowing

, 84, 123

Campus climate

, 87

Career adaptability

, 75–76

Career Trajectory Pivot

, 54–55

Challenge

, 120–121

Chronic interpersonal stressors

, 86

Classroom observations

, 53

Closeness

, 67–68

Cognitive Academic Language Proficiency (CALP)

, 95

Cognitive empathy

, 68

Collectivism

, 10–11, 13, 15, 20

exploitation and missing

, 17

Communication

, 158

Community

, 15, 158

spaces

, 22

Compassion fatigue

, 1

Competition

, 120–121

Conflict zones

, 66

Coping strategies

, 30

Coping with stress

, 32–33

Core subjects

, 120–121

Counseling

, 138

COVID-19 pandemic

, 8–9, 54–55, 61–62, 82–83, 121, 149–150

Crisis as opportunity for teacher identity transformation

, 131–132

Critical consciousness

, 10–11, 13–14, 19

Cultural authenticity

, 10–11, 13, 15, 20

Culturally relevant pedagogy

, 68–69

Culturally responsive classroom management (CRCM)

, 21

Cynicism (see Depersonalization)

Daddy’s Roommate (Willhoite)

, 110

Defense of Marriage Act

, 110

Department of Education (DoE)

, 164–165

Department of Labor (DoL)

, 164–165

Depersonalization

, 171–172

for teachers

, 138

Depression

, 29

Diminished personal accomplishment

, 172

Discourse

, 119

Discriminatory practices

, 8

Disillusionment among novice teachers

, 3

District level

, 141–143

Diversity

, 158

Early childhood education

, 201–203

Education

, 83

Education service center (ESC)

, 89

Education-related public institutions

, 118

Educational authorities and institutions

, 118

Educational leaders

, 154

Educational pivot

, 185

Educator narratives

authentic teacher identities

, 183–187

professional educator, image of

, 188–197

Educators

, 55–56, 88, 138, 152–153

implications for educator preparation programs

, 144

Effective leaders

, 153–154

Emotional exhaustion

, 171

Emotional intelligence

, 1–2, 159

Emotional self-regulation

, 66

Emotionality

, 76–77

Empathy

, 66, 68

as prerequisite skill

, 173–174

English

, 120–121

English as a Second Language (ESL)

, 89

English Language Arts and Reading (ELAR)

, 207

Entry beliefs

, 69

Entry motivations

, 69

Envisioned self

, 127, 129–130

Equal Access Act

, 109

Ethnopolitical psychology

, 10

Every Student Succeeds Act (ESSA)

, 84–86

Expectancy-value theory

, 69

Expression

, 120–121

Female educators

, 182

First grader’s teacher

, 105–107

Flooding

, 66

Four-day school week

, 163–164

Frequency of burnout

, 171

Frustration

, 29

Gay-straight alliances (GSA)

, 109

Guidance

, 158

Gun violence

, 66

Healing circles

, 22

Health

, 120–121

Heather Has Two Mommies (Newman)

, 110

Heuristic Model of Child Self-regulation and Reactivity and School outcomes

, 70, 72–73

High-stakes accountability

, 143

Highly exhausted teacher

, 178–179

Historically Black colleges and universities (HBCUs)

, 19

Hope

, 81–83

Hopefulness, anchors for black teachers to support

, 14–16

Hurricanes

, 66

“I am still and will be who I had been”

, 132–133

Imagination

, 119–120

Inclusive leaders, characteristics of

, 159

Inclusive leadership

, 158–159

Increased workload

, 85–86

Increasingly exhausted teacher

, 176–178

Individualized education plan (IEP)

, 50

Innovative PE teacher

, 123–124

Intensification

, 41

Interdisciplinary partnerships

, 144

Interpolation tools of narrative inquiry

, 31–32

Intersectionality theory

, 10

Invisible tax

, 153

Joy

, 140

K-12 educators

, 150

K-12 public school

, 101

Korean educational system

, 120–121

Leader-membership exchange theory (LMX theory)

, 154–155

Leadership style

, 154–155

Learners

, 66, 83–84

LGBTQ teachers

, 111–112

LGBTQ2+

, 102

Liberation psychology

, 10

Liberation theory

, 9

Mathematics

, 120–121

Member-checking

, 33–34

Mental health

, 154

meaningful supports for

, 142

Metanarrative

, 119–120

Microaggressions

, 152–153

Microaggressive black teacher experiences

, 153

Milieu

, 83–84

Mindfulness strategies

, 30

Mindfulness/meditation techniques

, 139

Minimally exhausted teacher

, 175–176

Ministry of Education (MoE)

, 118

Momentary burnout

, 169–170

depersonalization

, 171–172

differentiating

, 175

diminished personal accomplishment

, 172

emotional exhaustion

, 171

empathy as prerequisite skill

, 173–174

highly exhausted teacher

, 178–179

increasingly exhausted teacher

, 176–178

minimally exhausted teacher

, 175–176

principals and teacher burnout

, 172

reality check

, 174

task-focused principal

, 172–173

understanding burnout

, 170–171

Multilevel approaches

addressing burnout at various levels

, 139–144

psychological burnout

, 138–139

Multivoiced selves

, 127

Narrative

, 119

inquirers

, 84

therapy

, 84

Narrative inquiry

, 2, 4, 28, 83–84, 100

aims

, 28

keeping candle lit

, 40

lack of administrative support

, 38–39

lack of communication

, 37–38

method

, 30–37

parental supports and sadness surrounding students

, 39–40

research method

, 70

review of literature

, 28–30

tools

, 31–34

top-down directives

, 37

New teachers

, 84–85

New York City (NYC)

, 27–28

News media

, 119–120

No Child Left Behind (NCLB)

, 84–86

Nostalgic self

, 127–129

Novice teachers (see also Black teachers)

, 48

learning to teach

, 49–53

and navigating reality shock of teaching

, 61–62

reality shock

, 56–61

work-life balance

, 53–56

Nursing

, 138

Obergefell et al. v. Hodges

, 110

Oppression, missing anchors for black teachers reinforce

, 16–17

Organizational burnout

, 152

Organizational culture

, 141–142

“Other mothering” pedagogical modes

, 9–10

Outstanding leader

, 154

Pandemic

, 28, 118, 138

Parallel stories

, 120

Parental Rights in Education

, 110–111

Passion

, 199–201

over-optimistic

, 208–211

overextended

, 211–222

overwhelmed

, 203–208

overworked

, 201–203

Pay

, 142–143

PE teacher identity

, 118

conceptual underpinnings

, 118–119

crisis as opportunity for teacher identity transformation

, 131–132

data collection and analysis

, 122–123

I am still and will be who I had been

, 132–133

innovative, agentive, and responsible

, 123

methods

, 120–121

narrative plots

, 131

nostalgic self and envisioned self

, 127

parallel stories and teacher identity

, 120

participants

, 121–122

public narratives and teacher identity

, 119–120

stories

, 118–119

study context

, 120–121

temporary versions of self

, 127–128

People of Color and Indigenous (POCI)

, 22

Performance-based funding systems

, 143

Perseverance

, 81–82

Persistence

burnout among teachers

, 86

impact of burnout on teacher attrition

, 87–88

Erin’s story

, 89–90

in face of burnout

, 88

literature review

, 84–86

Margaret’s story

, 93–95

Natasha’s story

, 91–93

stress among teachers

, 86

theoretical framework

, 83–84

three educators’ stories

, 88

Personal burnout

, 152

Personal ontological narrative

, 119–120

Phenomenological approach

, 12–13

Physical Education (PE)

, 4, 122

PK-12 classrooms

, 8

Policy

, 143–144

documents

, 119–120

Post-COVID-19 pandemic

, 48–49

Principals

, 139, 172

as climate changers

, 153–154

leadership style

, 154–155

Prison system

, 56–57

Productive teacher-student relationships

, 66

Professional burnout

, 152

Professional educator

appearance of appeasement

, 188–189

cookie cutter conformity

, 189–190

image of

, 188–197

mismatch between preparation and practice

, 190–191

navigating and surviving pecking order

, 192–194

professional unprofessional/amateur

, 194–195

Professional efficacy

, 172

Professional Learning Community (PLC)

, 94

Professionalism

, 194

Professionalization of teaching

, 118–119

Prolonged engagement

, 33–34

Psychiatry

, 83

Psychological burnout

, 138–139

Psychology

, 83

Psychosocial coping strategies

, 30

Public discourse

, 119–120

Public imagination of teacher identity

, 124

Public narratives

, 119–120

Publicly told stories of PE teachers

, 122

Queer educators

, 112

Queer people

, 3

Queer teachers

, 100

Queer theory

, 101

Queer worldmaking

, 101

Queerness

, 100–101

Quest for Balance

, 54–55

Racial tensions and protests

, 66

Radical healing framework

, 10–11

Radical hope

, 13, 15, 19–20

and envisioning possibilities

, 10–11

loss

, 18

RAND Corporation

, 163–164

Reality check

, 174

Reality shock

, 56–61

destination education

, 58

early career struggles

, 59–60

false start

, 58–59

intriguing encounter

, 57

time for self-care

, 60–61

Relationships

, 158

Resilience

, 15

burnout among teachers

, 86

impact of burnout on teacher attrition

, 87–88

Erin’s story

, 89–90

in face of burnout

, 88

literature review

, 84–86

Margaret’s story

, 93–95

Natasha’s story

, 91–93

stress among teachers

, 86

theoretical framework

, 83–84

Resistance

, 101

Responsible PE teacher

, 125–126

Restorying

, 31, 84, 123

Rural school dynamics

, 53–54

Safety

, 120–121

School climate

, 87, 153–154

School districts

, 141, 225

School leaders

, 152–153

School-based leadership

, 139

School-based level

, 139–140

Science

, 120–121

Second language acquisition theory

, 94

Self-care planning

, 140

Self-education

, 140

Self-knowledge

, 10–11, 13, 15, 20

Self-reflection

, 159

Self-regulation process

, 75–76

Sexuality

, 101–103

Social and emotional learning (SEL)

, 144, 216–217

integrating social emotional learning curriculum

, 144

Social network services

, 119–120

Social work

, 138

Societal burnout

, 152

Sociocultural linguistic perspective

, 94

Socioemotional learning

, 68

Spanish Language Arts (SLA)

, 93

Special education (SPED)

, 50

STAAR testing

, 220

Stakeholder voice

, 157

State and federal education policies

, 143–144

Stonewall uprising

, 108

Stories

, 30

Storying

, 31, 123

Strength and resistance

, 10–11, 13–15, 20

Stress

, 3

among teachers

, 86

lessening sources of

, 142

stress/ors among teachers

, 29–30

Subject matter

, 83–84

Task-focused principal

, 172–173

Teacher attrition

, 1

impact of burnout on

, 87–88

and turnover

, 28–29

Teacher burnout

, 1, 18, 48, 59, 112–113, 139, 149–150, 172, 195, 225

changing teacher credentials

, 163

characteristics of inclusive leaders

, 159

consequences in form teacher shortages

, 159–160

embers

, 160–163

experience

, 150–151

factors

, 152–153

four-day school week

, 163–164

inclusive leadership

, 158–159

principal’s leadership style

, 154–155

principals as climate changers

, 153–154

response from White House

, 164–165

transformational leadership style

, 155–158

Teacher identity

, 118–119

parallel stories and

, 120

public narratives and

, 119–120

Teacher migration

, 28–29

Teacher retention

, 48, 69, 75–76

Teacher shortages

, 159–160

Teacher stress

, 29, 48

Teacher turnover

, 154

Teacher well-being

, 138

Teacher workload

, 48

Teachers

, 1, 83–84, 150

Teaching

, 1, 29, 84–86, 170–171, 226

Tension

, 29

Three-dimensional inquiry space

, 83–84

Training

, 50

Transformational leadership

components

, 156

style

, 155–158

Transformational leadership

, 154–155

Triangulation

, 33–34

Trustworthiness and validation of research

, 33–34

Truth

, 33

Two-Way Dual Language program

, 94

U.S. Immigration and Customs Enforcement (ICE)

, 2

Understanding tools of narrative inquiry

, 32–33

Unions

, 152–153

United States, state of black teachers in

, 9–10

Well-being

, 4

meaningful supports for

, 142

White House, response from

, 164–165

Will & Grace

, 102–103

Work-life balance

, 53–56

Working conditions

, 9

ZipRecruiter

, 164