The review followed Arksey and O’Malley’s five-stage approach to scoping reviews , including developing the research question, searching for relevant studies, selecting articles, data charting and data extraction and collating, summarizing and reporting the results. The shift away from having to physically deal with students’ discipline and attendance issues to other needs may have been a factor. One cross-sectional study indicated that half of the respondents self-reported a decrease in their well-being at work and increased stress levels. Another review conducted by Sanetti et al. (2021) reported on 18 articles published from 1987–2016 and indicated that the most commonly evaluated stress-reduction intervention incorporated meditation or mindfulness-based practices. A previous systematic review by von der Embse et al. (2019), which included 24 articles published from 1998–2017, suggested that the most effective interventions were in the mindfulness, behavioral, and cognitive-behavioral domains, while interventions solely delivering solely informational content were among the least effective. Policymakers, governments, school boards and administrators should prioritize the implementation of school-based awareness and intervention programs.
Let’s take a look at some of the symptoms most often exhibited by teachers who are experiencing burnout. During the pandemic, many teachers felt they were ill-equipped to learn how to teach virtually in a short time frame and decided to resign from the classroom. This leaves teachers with the job of covering two (or more) years of material, which can be challenging for students of varying academic levels in one classroom. Teacher burnout profiles and proactive strategies. Interrelations between principals’ risk of burnout profiles and proactive self-regulation strategies.
How AI-Powered Assessment Supports Wellbeing
If you do bring work home, limit how much time you spend on a lesson plan and take breaks. Building on the self-care idea, don’t be afraid to schedule calendar time for yourself. You might even consider enrolling in a graduate school class to learn the latest methods or come up with fresh approaches for your lessons. “It’s up to you as the teacher to find fun in the situation,” he says.
- Administrators may also establish mentoring programs where experienced teachers mentor and guide new or less-experienced teachers.
- In a comprehensive study, Kyriacou (2001) emphasized the role of workload, student behavior, and lack of support as major contributors to teacher burnout.
- Insufficient funding, inadequate materials, and limited access to technology can hinder a teacher’s ability to teach and manage their classroom effectively.
- You are more likely to be happy in your profession when you can be yourself, feel in control, and teach in a way that reflects your values.
- In the second phase, the lead author screened titles and abstracts, excluding those studies that met at least one of the exclusion criteria (Table 1).
Educating Students about Teacher Burnout
Understanding the parallels between teacher and student burnout can provide valuable insights into creating supportive educational environments for all. Understanding the root causes of teacher burnout is essential for developing effective prevention and intervention strategies. When teachers are burnt out, their ability to engage students, provide quality instruction, and maintain a positive classroom environment is significantly compromised. To effectively address teacher burnout, it is crucial to first understand its definition and how it has evolved over time. In this article, we will explore the multifaceted nature of teacher burnout, its causes, effects, and most importantly, strategies for prevention and recovery.
Most of the visually highly connected studies were conducted in Africa with a sample of teachers who teach special needs students. From Figure 3, 15 out of 40 articles (37.5%) focused on reducing both burnout and stress among teachers, 16 articles (40.0%) focused on stress, and nine articles (22.5%) focused on burnout. Teachers’ stress and burnout are reported to be influenced by several factors, including school (organizational) and work-related factors like the years of teaching, class size, job satisfaction, and the subject taught, and socio-demographic factors such as sex, age, and marital status 4,5. A recent scoping review reported that the prevalence of chronic stress among teachers ranged from 8.3% to 87.1%, while moderate to severe burnout among teachers ranged from 25.1% to 74.0% . REBT, primarily used with special education teachers, especially in Africa, has also shown positive results. Preventing burnout is not just about fixing individual stress—it’s about transforming how society values teachers.
Often, teacher exhaustion is caused by systemic stressors, so burnout interventions that place the onus on teachers are less effective than purposeful schoolwide changes. Addressing its effects requires schools, administrators, and policymakers to prioritize teacher well-being, ensuring that educators can continue to support students and foster a positive learning environment. Psychological capital and professional identity are important resource factors in reducing the occurrence of teacher burnout and increasing transition probability toward burnout symptom alleviation over time, while positive coping plays an important role in reducing the occurrence of teacher ineffectiveness. Therefore, the results of this Education Counts: March 30th, 2022 study are applicable only to primary school teachers, and there is a need to replicate the profiles in the context of other professionals and to compare those groups with teachers in future studies. First, our data consisted of primary school teachers, a female-dominated group; consequently, we cannot be sure that the same latent profiles of burnout and their transferring probabilities emerge in other groups of professionals.
Regarding H (health), we identified similarities in interventions focusing on physical well-being. Lastly, we assess the perceived effectiveness of the interventions based on how the authors of the intervention studies have perceived these issues. We also examine whether the interventions focus more on individual or community strategies, given that proactive and co-regulated well-being strategies are most effective (Pyhältö et al., 2020). Additionally, we will examine whether we find similarities between the contents of interventions and the PERMA-H model (Norrish et al., 2013), potentially unifying the heterogeneous field of teacher well-being intervention research.