Abstract
This capstone study investigates the mental health of private school teachers, focusing on how access to professional development resources and support systems influences their well-being. Grounded in Maslach and Jackson’s Burnout Theory, the research explores emotional exhaustion, depersonalization, and diminished personal accomplishment as critical components of teacher burnout. A mixed-methods approach was used, incorporating pre- and post-surveys alongside a mental health presentation delivered to staff at a small Christian school in Minnesota. Of the 45 invited participants, 26 reported implementing new strategies—such as gratitude practices and emotional regulation—into their personal and professional lives. Findings reveal that while professional development can positively impact teacher well-being, many available mental health resources remain underutilized due to lack of awareness. The study underscores the need for intentional support systems, regular training, and improved communication of available benefits to better support educators and, by extension, their students.
Date Capstone Completed
4-2025
Document Type
Capstone Paper
Degree Name
Masters of Science in Leadership Education: Organizational Leadership
Department
Leadership Education
Advisor
Peter Johnson
Location
Winona, Minnesota
Recommended Citation
Frederick, Caitlin R., "An Analysis of the Mental Health of Private School Teachers" (2025). Leadership Education Capstones. 107.
https://openriver.winona.edu/leadershipeducationcapstones/107
