Congratulations to Alexandra LaFontaine-Casabona who on Wednesday, December 17, 2025, successfully defended her dissertation.
The title of Alex’s dissertation is: "UNDER PRESSURE: A MIXED METHODS STUDY OF SPECIAL EDUCATION ADMINISTRATORS’ EXPERIENCES OF BURNOUT AND THEIR ASSOCIATED COPING MECHANISMS."
Overview of Problem: Special education administrators face escalating responsibilities, heightened compliance demands, and persistent staffing shortages. Research has confirmed that these pressures make leaders more susceptible to heightened risk for burnout, particularly emotional exhaustion, yet there is limited work that has examined coping mechanisms used by administrators who remain effective in the role.
Research Purpose: The purpose of this mixed-methods study was to assess levels of burnout among New York State special education administrators and to explore the coping mechanisms employed by those with low burnout scores.
Research Design and Sample: A sequential explanatory mixed methods design was used A total of 76 special education administrators from New York State completed the Maslach Burnout Inventory- Educators Survey (MBI-ES). From this sample, ten administrators representing low burnout profiles were interviewed regarding their experiences with burnout and associated coping mechanisms.
Findings: A pattern of moderate emotional exhaustion, low personalization, and high personal accomplishment emerged, suggesting that many administrators remain engaged and effective despite systemic strain. Four themes emerged from the qualitative interviews: Leadership as Emotional Labor, Relationships Cut Both Ways, Commitment as a Buffer Against Burnout, and Thriving and Surviving: Coping Mechanisms for Longevity.
Conclusions/Implications: The findings suggested burnout among special education administrators is shaped by structural and relational demands and not personal deficits. Administrators with low burnout reported relying on efficient systems, personal wellness practices, and strong professional networks to sustain engagement in their roles. Implications for leadership preparation programs, district support practices, and future research are discussed.
DISSERTATION COMMITTEE CHAIR:
Dr. Joanne Marien
DISSERTATION COMMITTEE MEMBER(S):
Dr. Martin Fitzgerald
Dr. Lenora Boehlert
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