BALANCING DUAL ROLES: NURTURING WELL-BEING AND COMMUNITY AMONG SECONDARY TEACHER-MOTHERS TO MITIGATE BURNOUT

<p dir="ltr">This Dissertation of Practice addresses the pervasive issue of burnout among teacher ?mothers in secondary education, a group uniquely challenged by the intersection of demanding professional responsibilities and caregiving roles. These competing demands, compounded by insufficient institutional support, result in high levels of stress, burnout, and attrition. Educational institutions often fail to acknowledge and address the specific needs of teacher-mothers, leading to diminished well-being, job satisfaction, and retention. Guided by the hypothesis that access to an affinity group tailored for secondary teacher? mothers can foster a stronger sense of support and relationship-building—ultimately mitigating burnout—this study examines the effectiveness of such interventions. Using an intersectional approach, the research recognizes the compounded impact of gender, caregiving responsibilities, and institutional practices on teacher-mothers' experiences. The study employs a triangulation of <br>data from burnout inventories, field notes, interviews, Likert surveys, and relevant literature to provide a holistic understanding of the issue. The findings show that while affinity groups can help alleviate feelings of isolation, they do not necessarily reduce burnout. However, they may be more effective in addressing the experience of burnout if they incorporate opportunities to identify and implement solutions. The affinity group intervention demonstrated the potential to create a supportive community that addresses these gaps, fostering connection and empowerment. However, the data also highlight the need for structured, solution-oriented discussions to provide teacher-mothers with actionable strategies for navigating work-life balance, parental guilt, and professional challenges. The implications of this research extend beyond the study site, offering significant insights for the broader educational sector. At the research site, it highlights the importance of fostering a supportive school culture where teacher-mothers feel valued and included. More broadly, the work examines the systemic factors contributing to teacher-mother burnout and explores ways to improve working conditions for educators. Ultimately, this dissertation provides guidance on creating affinity groups with pathways to develop actionable recommendations for policy, practice, and culture changes. By addressing the unique challenges faced by teacher-mothers, schools can improve teacher retention, enhance student outcomes, and promote a more inclusive community where all educators thrive.<br></p>