Teachers’ Burnout and how we can prevent it as school leaders

By Dr. John Adduru

The work of an educator is never easy, a constant balancing act between personal and professional life. This struggle is a reminder that educators are human beings with feelings, feelings that should never be undervalued.

Teachers have numerous responsibilities, both inside and outside the classroom. They constantly juggle these responsibilities, prioritizing what works and discarding what doesn't. It's significant to understand that for school leaders, these challenges should embed that the backbone of their school—the teachers—receives the respect and value they deserve.

First and foremost, with the meta analysis that I have read in the past, here are some factors that can contribute to teacher burnout:

• Inconsistent policies

  • Inconsistent education accountability policies contribute to teacher burnout through role conflict and reduced self-efficacy (Berryhill et al., 2009). It is important for school leaders to regularly update their team on any policy changes. Policies are created to make sure the smooth operation of the school and provide a framework for everyone to perform at their best. When changes are necessary, they should be well-considered and clearly communicated, emphasizing the reasons for the evolution and the intended positive impact.

• Giving destructive and snide remarks

  • Verbal aggressiveness is significantly related to teacher burnout syndrome (Mahmoodi-shahrebabaki, 2019). Making someone feel diminished as an educator is unacceptable. While feedback and constructive criticism are sometimes necessary, they should always be solution-focused, never delivered with spite or personal attacks.

• Negative sighing

  • Personality traits like negative affectivity and self-directedness predict teacher burnout and engagement (Mojsa-Kaja, J., Golonka, K., & Marek, T. (2015). Sighing can be a sign of relief or distress. In a school environment, negative sighing can be contagious, exuding a sense of negativity among teachers if they perceive disappointment or stress.

• Complaining

  • Teacher burnout is associated with increased somatic complaints and illnesses (Belcastro, P.A. (1982)). Constant complaining, even about minor issues, can be a significant contributing factor to burnout. While some things require attention for the long-term benefit of the school, it's important to discern what can be let go.

• Breathing down the neck

  • Teacher burnout is a significant issue in education, characterized by emotional exhaustion, reduced accomplishment, and depersonalization (Rumschlag, 2017). Micromanagement is a common mistake leaders make in an attempt to validate staff effectiveness. However, if a staff member is underperforming, it's good to examine the leadership and the established roles within the school. Make sure to provide adequate support rather than destroying their value as a teacher.

• Passive-aggressive treatment

  • Interpersonal mistreatment in the workplace, such as abusive supervision and ostracism, is associated with higher levels of burnout among teachers (Sulea et al., 2012). This type of behavior can be extremely damaging to school culture and overall performance. Honesty and directness are important, but they must be tempered with mindfulness of words and actions. Leaders should cultivate an environment where staff feel comfortable voicing concerns, rather than being silenced.

Hence, it is my duty to educate teachers and school leaders on how to handle these factors in order to create a positive and productive working environment for the teachers in your school.

1. Be open to criticism

2. Collaborative problem solving

3. Encourage journaling

4. Positively checking - in

5. Trust and let go

6. Open dialogue

Here are some ways to demonstrate openness to your educators and assure them of your support. Remember, they are not alone in their professional journey; you are there to guide them and value their contributions to the institution. Hence, your school's success and your relationship with your educators are important to creating a strong, supportive community. Schools should be environments where not only children thrive, but where teachers also feel appreciated, loved, heard, and valued.

References:

Berryhill, J.C., Linney, J.A., & Fromewick, J. (2009). The Effects of Education Accountability on Teachers: Are Policies Too-Stress Provoking for Their Own Good?. International Journal of Education, 4, 1-14.

Mahmoodi-shahrebabaki, M. (2019). Teacher Burnout. The TESOL Encyclopedia of English Language Teaching.

Mojsa-Kaja, J., Golonka, K., & Marek, T. (2015). Job burnout and engagement among teachers - Worklife areas and personality traits as predictors of relationships with work. International journal of occupational medicine and environmental health, 28 1, 102-19 .

Belcastro, P.A. (1982). Burnout and its Relationship to Teachers' Somatic Complaints and Illnesses. Psychological Reports, 50, 1045 - 1046.

Rumschlag, K.E. (2017). Teacher Burnout: A Quantitative Analysis of Emotional Exhaustion, Personal Accomplishment, and Depersonalization. International Management Review, 13, 22.

Sulea, C., Filipescu, R., Horga, A., Ortan, C., & Fischmann, G. (2012). Interpersonal Mistreatment at Work and Burnout among Teachers.