East Carolina University is making a significant stride in addressing a critical issue facing the education sector: teacher burnout. Through a groundbreaking four-year research project, two dedicated ECU professors have secured a substantial $250,000 grant from the Belk Foundation, a first-time investment aimed at revolutionizing how educator preparation programs can proactively prevent this pervasive problem in new teachers.

Drs. Mary Cate Komoski and Julie Stanley, the driving forces behind this initiative, are leading the project dubbed THRIVE, an acronym for Teacher Health and Resilience in Vital Early-Career Years. Their comprehensive investigation seeks to understand the complex ways burnout unfolds among both preservice and early-career teachers across the diverse educational landscape of North Carolina.

The THRIVE project is designed as a meticulous mixed-methods study, combining various research techniques to offer a holistic view of the factors contributing to teacher fatigue and disengagement. By delving deep into the experiences of educators, the research team aims to identify key risk and protective factors that can either exacerbate or mitigate the effects of professional stress in the classroom.

This pivotal research is a collaborative effort, bridging expertise from two key colleges at East Carolina University. Dr. Komoski, an assistant professor of human development and family science within the College of Health and Human Performance (HHP), is working in tandem with Dr. Stanley, an assistant professor of elementary education from the College of Education (COE), ensuring a multidisciplinary approach to this pressing educational challenge.

The initial investment from the Belk Foundation will serve as the crucial launchpad for THRIVE, covering the project’s critical first two years. During this foundational period, Drs. Komoski and Stanley will focus on recruiting participants, conducting extensive surveys, facilitating insightful focus groups, and actively seeking additional funding partners to ensure the long-term sustainability and impact of their vital work in Education Research.

Highlighting the urgency of this study, a 2022 Gallup poll revealed that a staggering 44% of K-12 teachers frequently or always reported feeling burned out, significantly higher than other professions. Through THRIVE, the ECU professors aspire to provide Educator Programs with actionable insights, better preparing future teachers to navigate the demanding field without succumbing to the emotional toll of their profession, thus promoting better Teacher Health.

Dr. Komoski emphasized the moral imperative of this Teacher Burnout exploration, stating that educators, often underpaid and overworked, are tasked with one of society’s most important jobs. She questioned the acceptability of widespread burnout within the profession, advocating for greater understanding and systemic solutions to support those who nurture the next generation. The findings from this North Carolina Education study are expected to influence training solutions, setting up students for successful teaching careers.

The research team is actively recruiting 400 future teachers to participate in THRIVE. These participants will receive compensation for providing valuable data through surveys and focus groups over a three-year period, spanning their senior year of college (as student teachers) and their initial two years of classroom teaching. This longitudinal approach will offer unprecedented insights into the early career challenges of educators.

Eligible future teachers are those expected to graduate in spring 2026 from a four-year teaching program in North Carolina, planning to teach at the pre-K or elementary level post-graduation. Universities with at least five enrolled students in the study will also receive aggregate, school-specific results, contributing to broader Higher Education improvements and strengthening Educator Retention strategies.