Abstract
ABSTRACT Teacher stress and burnout are serious issues in contemporary American education that are impacting a growing number of educators. This autoethnographic study compared reflective journal accounts from over the course of a semester with related research to analyse current contributing factors to these issues, such as threats of school violence, students with life-threatening illnesses, struggling student learners, high-stakes testing, and the lingering impact of COVID-19. The cumulative results of these stressors are teachers feeling physical fatigue, compassion fatigue, secondary trauma, or unable to leave vocational stress at work. While some potential solutions are discussed, such as mindfulness practices or ensuring a supportive work environment, more teacher voices are also needed in exploring this critical issue in education through methods like autoethnography.
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