Burned Out and Moving On: Does Psychological Capital Affect Principal Burnout and Intention to Leave?

Document Type

Dissertation

Degree Name

Doctor of Education (Ed.D)

Department

Educational Administration

Date of Award

8-31-2026

Abstract

Principal burnout has become a growing concern in K–12 education due to its association with high turnover rates and negative outcomes for school leaders’ well-being. This quantitative study used a correlational, explanatory, and comparative research design to examine the relationships among principal burnout, psychological capital, and turnover intention, as well as the potential moderating role of psychological capital in the relationship between burnout and turnover intention. Additional purposes included examining gender differences in burnout and psychological capital levels and assessing the convergent validity of two burnout instruments. Data was collected from school principals using an online survey administered through Qualtrics. Survey instruments included the Maslach Burnout Inventory–Educators Survey, the Friedman School Principal Burnout Scale, the Psychological Capital Questionnaire–Short Version, the Turnover Intention Scale, and demographic items. Statistical analyses were conducted using SPSS Statistics software. Findings indicated a positive, statistically significant relationship between burnout and turnover intention, with emotional exhaustion as a primary contributor to burnout. Results also demonstrated a significant negative relationship between psychological capital and turnover intention, suggesting that higher levels of hope, efficacy, resilience, and optimism were associated with reduced withdrawal intentions. Although burnout, psychological capital, and turnover intention were significantly related, psychological capital did not moderate the relationship between burnout and turnover intention, indicating that it may function independently rather than as a buffering mechanism. No statistically significant gender differences were found in principals’ levels of burnout or psychological capital. Strong evidence of convergent validity was identified between the two burnout measures. The results extend the educational leadership literature by focusing on principals rather than teachers and offer implications for leadership development, support systems, and retention efforts in K–12 education.

Advisor

Peter Williams

Subject Categories

Education | Educational Leadership

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