The Future of Education
Culture Shock: The Effect of School Culture on Teacher Burnout and Motivation during Polarizing Times
Hadley Ruggles, Gladwyne Montessori School; University of Pennsylvania (United States)
Abstract
This research-based paper examines how school culture shapes teacher motivation and burnout during periods of heightened socio-political polarization. Schools increasingly function as microcosms of broader societal conflict, where debates surrounding race, gender, democracy, and public health enter classrooms and place new emotional and professional demands on teachers. Drawing on theories of motivation, burnout, and organizational culture, this qualitative study explores how teachers
interpret and navigate these pressures through the lens of institutional alignment. Using critical incident methodology and semi-structured interviews with twelve teachers across three independent schools in the United States, the research identifies three distinct coping typologies: Insulators, who seek to shield themselves and students from external tensions; Activators, who engage societal conflicts as mission-aligned learning opportunities; and Gymnasts, who balance personal beliefs with
institutional expectations. Findings reveal that perceived alignment between teachers’ values and school leadership, policies, and mission significantly mediates experiences of burnout and motivation.
When school culture functions as a coherent buffer—providing clarity, autonomy, and support—teachers report sustained engagement even during moments of societal rupture. Conversely, cultural misalignment amplifies isolation and emotional exhaustion. This study contributes to international
conversations on teacher wellbeing, professional sustainability, and educational leadership by emphasizing the central role of school culture in navigating external pressures. Practical implications highlight the importance of mission-driven leadership, transparent communication, and professional
autonomy in fostering resilient educational environments capable of supporting teachers in uncertain and contested times.
Keywords: Education, society, burnout, motivation, politics, polarization
REFERENCES
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https://doi.org/10.1108/09578230010373633
[2] Santoro, D. A. (with Berliner, D. C.). (2018). Demoralized: Why Teachers Leave the Profession They Love and How They Can Stay. Harvard Education Press.
