Teacher Burnout: Causes, Consequences, and Coping Mechanisms

Published Paper PDF: View PDF

Devika Krishnan

Independent Researcher

Tamil Nadu, India

Abstract

Teacher burnout has been a major issue in schools, affecting teacher performance, student achievement, and the school climate. The current study investigates the multifaceted etiology of teacher burnout, including chronic occupational stress, poor administrative support, and the challenges emanating from escalating demands and scarce resources. It also examines the unwanted consequences of burnout, such as reduced job satisfaction, impaired instructional performance, and negative psychological consequences.

Using a mixed-methods approach with qualitative results complemented by quantitative survey data, this paper identifies key stressors and quantifies the prevalence and severity of burnout among teachers. Statistical analysis shows strong association between heavy workloads and emotional exhaustion, with similar effects of the moderating role of institutional support and individual coping mechanisms. Survey results indicate that multiple teachers utilize effective coping mechanisms like mindfulness, collaborative professional learning, and establishing boundaries; however, a large segment remains susceptible due to systemic factors. In the end, the manuscript highlights the imperative role of school administrators and policymakers to implement holistic strategies that promote teacher well-being, ultimately leading to the quality of education and a healthy professional climate. The study also offers actionable recommendations that traverse individual and organizational levels, highlighting the imperative of forward action in addressing burnout and promoting professional sustainability in the teaching profession.

Keywords

Teacher burnout, causes, impact, coping, stress management, well-being among teachers, educational environment

References

Maslach, C., & Jackson, S. E. (1981). The measurement of experienced burnout. Journal of Occupational Behavior, 2(2), 99–113.
Maslach, C., Schaufeli, W. B., & Leiter, M. P. (2001). Job burnout. Annual Review of Psychology, 52, 397–422.
Schaufeli, W. B., & Bakker, A. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25(3), 293–315.
Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education, 28(3), 458–486.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27–35.
Klusmann, U., Kunter, M., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Engagement and burnout in teachers: Does the school context make a difference? Educational Research Review, 3(3), 145–162.
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21(3), 193–218.
Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495–513.
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Educational Psychology, 110(6), 819–836.
Chan, D. W. (2004). Student misbehavior in classrooms: A study of teacher burnout and coping strategies. Educational Psychology, 24(1), 7–25.
Bartolomé, R., Herrera, R., & Rodríguez, L. (2014). Burnout among teachers: An appraisal perspective on personality characteristics. Teaching and Teacher Education, 41, 135–144.
Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805.
Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059–1069.
Hascher, T., & Waber, K. (2005). Structural and cultural school characteristics and teacher burnout. Zeitschrift für Erziehungswissenschaft, 8(2), 143–166.
Montabaring, P., Oakley, G., & Vickery, J. (2012). Burnout in teachers: Attitudes, causes, and strategies for prevention. Educational Management Administration & Leadership, 40(1), 43–61.
Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teacher burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30–37.
Sokal, L., Trudel, L. E., & Babb, J. (2020). Supporting teachers in times of stress: How stress contagion affects teacher burnout and student well-being. Journal of Educational Administration, 58(4), 368–383.
Chang, M. L., & Maddox, T. (2008). Exploring teacher resilience: The influence of job resources. International Journal of Educational Research, 47(4), 1–12.
Montagne, S., & de Haas, K. (2019). Teacher burnout: A systematic review and meta-analysis of the antecedents and consequences. Educational Research Review, 27, 100–120.
Greenberg, M. T., Brown, J. L., & Abenavoli, R. M. (2016). Teacher well-being and burnout: Implications for educational policy and practice. Review of Educational Research, 86(4), 716–744.