If you look up the term burnout in the dictionary, you’ll see examples like these demonstrating how the term is used:
Even the dictionary seems to know burnout afflicts teachers. Considering that burnout means to tire or suffer due to a demanding job, you can probably understand why teachers suffer from burnout. Being a good teacher is considered by many to be exceptionally hard, and over the years many have referred to Glasser’s (1992) conclusion that teaching constitutes the hardest job of all in our society.
When writing my recent book on how to avoid and recover from teacher burnout, I researched the presence of teacher burnout in U.S. schools. I found that teacher burnout is actually an international epidemic. There is a steady supply of research on teacher burnout coming from Africa, Asia, Australia, Canada, Europe, Middle East, New Zealand, and South America. For example, nearly half of teachers in India suffer from burnout (Shukla & Trivedi, 2008) and half of male and female teachers studied in southern Jordan suffer from emotional exhaustion associated with burnout (Alkhateeb, Kraishan, & Salah, 2015). The U.K.’s Education Staff Health Survey indicated 91% of school teachers suffered from stress in the past two years and 74% experienced anxiety; 91% reported excessive workload as the major cause (a 13% increase from the last six years) (Stanley, 2014). Though working conditions and demands can vary from country to country, it seems that if a country has an established educational system then many of its teachers are experiencing burnout.
The U.S. is no exception:
It is clear our teachers are struggling, but we should refrain from placing the blame on them. Rather, consider the demands and unsustainability of the job.
Teachers are well educated. They must meet specific content area requirements (such as by passing rigorous assessments in order to obtain their teaching credentials) and must each hold a university degree. In fact, 95% of teachers were considered “highly qualified” by No Child Left Behind (NCLB) standards (American Institutes for Research, 2013).
Teachers also enter the teaching profession with selfless intentions. When asked why they became teachers, 85% of teachers said it was because they wanted to make a difference in children's lives (Bill and Melinda Gates Foundation, 2014). Even students note teachers’ good intentions. The Northwest Evaluation Association (2014) found 90% of students believe their teachers care about their learning.
We know teachers are committed to the profession, so it must take something major to overcome such devotion and prompt a teacher to quit. The following have proven to be dominating factors that make the teaching job difficult and are main contributors to burnout:
There are many other challenging aspects to what is arguably our world’s most noble profession. However, the issues listed above directly trigger teacher burnout. Mindset is also at play, but this does not mean teachers should simply have a better attitude about a horrible situation (while doing nothing to change that situation), as that would not prevent burnout. Rather, exercising a growth mindset involves trying new approaches to problems in search of success, which helps tremendously while applying strategies to combat burnout.
Teachers can take important steps to prevent burnout. For example, overwhelming work volume can be combatted with better grading practices, effective collaboration, not overcommitting, acquiring better curriculum or using sources that make finding such curriculum fast and easy, and leveraging the right technology tools that make a teacher’s job easier. However, the prevalence of burnout warrants more steps by those around teachers (e.g., administrators, policymakers, media, parents, and communities) to make the job more sustainable.
In my next post for this column (Part 2), I’ll elaborate on the above challenges and examine whether teaching is currently an unsustainable profession. In addition, I’ll share research on teacher burnout’s effect on teachers and students.
Alkhateeb1, O., Kraishan, O. M., & Salah, R. O. (2015, May 27). Level of psychological burnout of a sample of secondary phase teachers in Ma’an Governorate and its relationship with some other variables. International Education Studies, 8(6), 56-68. doi:10.5539/ies.v8n6p56
American Institutes for Research (AIR). (2013). Most teachers "highly qualified" under NCLB standards, but teacher qualifications lag in many high poverty and high minority schools. Retrieved from http://www.air.org/reports-products/index.cfm?fa=viewContent&content_id=417
Bill and Melinda Gates Foundation (2014). Primary sources: America's teachers on teaching in an era of change: A project of Scholastic and the Bill and Melinda Gates Foundation (3rd ed.). Retrieved from http://www.scholastic.com/primarysources/download-the-full-report.htm
Chartock, J., & Wiener, R. (2014, November 13). How to save teachers from burning out, dropping out and other hazards of experience. The Hechinger Report. Retrieved from http://hechingerreport.org/content/can-keep-great-teachers-engaged-effective-settle-careers_18026
Glasser, W. (1992). The quality school. Phi Delta Kappan, 73(9), 690-694. Bloomington, IN: ProQuest Periodical 1761291.
Ingersoll , R. M. (2012, May 16). Beginning teacher induction: What the data tell us: Induction is an education reform whose time has come. Education Week. Retrieved from http://www.edweek.org/ew/articles/2012/05/16/kappan_ingersoll.h31.html?tkn=MTNF24nJQybOEmGq0BEBYEdXQnGRz0lpZatI&print=1#
Ingersoll, R., Merrill, L., & Stuckey, D. (2014). Seven trends: the transformation of the teaching force, updated April 2014. CPRE Report (#RR-80). Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania.
Merriam-Webster (2015). Dictionary: Burnout. Retrieved from http://www.merriam-webster.com/dictionary/burnout.
Northwest Evaluation Association (NWEA). (2014). Make assessment matter: Students and educators want tests that support learning. Portland, OR: Author.
Seidel, A. (2014). The teacher dropout crisis. NPR. Retrieved from http://www.npr.org/blogs/ed/2014/07/18/332343240/the-teacher-dropout-crisis?utm_campaign=storyshare&utm_source=twitter.com&utm_medium=social
Shukla, A., & Trivedi, T. (2008). Burnout in Indian teachers. Asia Pacific Education Review, 9(3), 320-334. Education Research Institute.
Stanley, J. (2014, October 13). How unsustainable workloads are destroying the quality of teaching. Schools Week. Retrieved from http://schoolsweek.co.uk/how-unsustainable-workloads-are-destroying-the-quality-of-teaching
Be sure to read the following responses to this post by our bloggers: