POSTSECONDARY PROFESSORS’ TIPPING POINTS: A JOB BURNOUT AND COMPASSION FATIGUE QUALITATIVE STUDYBy Dr. Marilyn Garman, Dr. Dale Mancini, and Dr. Shauna Hemler
This research examined the lived experiences of postsecondary educators dealing with job burnout
or compassion fatigue derived from their roles as teachers. 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 selfidentifying
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. 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 to students, 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.