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Internationally and in the United States, teachers are leaving the profession in an expedited rate resulting in a teacher shortage. This systematic literature review synthesizes empirical literature to identify current characteristics or factors related to stress, job satisfaction and burnout for secondary general education teachers. Four themes are developed from examination: stress factors, job satisfaction, teacher burnout, and teachers' intent to remain in the profession. Within the identified themes, four subthemes are also developed: administration effect or relationship on teacher burnout, policy on teachers, new teachers vs, veteran teachers, and leavers and stayers. The factors presented from this review could support future research in developing new approaches to prevent teacher turnover and promote instead teacher retention in schools.

This study utilizes collaborative poetic autoethnography to explore the mentorship experiences of three Black women doctoral students at predominantly White institutions (PWIs). Through a series of poems, the research illustrates the nuanced challenges and resilience in seeking guidance within spaces that often marginalize their voices. This writing centers intersectionality as a theoretical framework, illuminating the complex dynamics of identity as they intersect with academia. The poetic narratives serve as a way for expressing the lived realities of these students, highlighting the lack of Black women mentors and the consequent need to navigate a system not built with them in mind. The study calls for a reimagined mentorship that is acutely responsive to the multifaceted identities of Black women in academia, advocating for increased representation and intentional support. [ABSTRACT FROM AUTHOR]