Open access peer-reviewed chapter - ONLINE FIRST
Abstract
Stress, which occurs when humans face any physical or mental situation, is a mental and psychological state felt by humans in the process of coping and adapting to external pressures or demands, and occurs in various forms depending on individual characteristics and environments. Humans need to properly manage the stress they encounter in the process of leading their lives. However, as it is said that stress is the cause of all diseases, when stress occurs continuously or exceeds the acceptable range, humans face various problems. In particular, excessive job stress causes negative results in physiological and behavioral aspects, causing the so-called burnout, a phenomenon of physical and mental exhaustion. This issue of burnout has become a big topic in the education field recently. If the burnout problem experienced by teachers is not properly resolved, then it can have a negative impact not only on individual teachers but also on the school as a whole. So, there is a need to carefully analyze and manage the problem of teacher burnout in educational organizations. Therefore, in this chapter, I will explore and present how teacher burnout appears in educational organizations, what its causes and consequences are, and how it can be resolved.
Keywords
- teacher burnout
- educational organizations
- causes
- consequences
- solutions
1. Introduction
Education plays an important role in promoting social development and individual growth. Teachers who provide education in schools convey knowledge and values to students, have an important influence on students’ growth as members of the future society, determine the quality of education, and are the most important factors that determine the success or failure of education. It applies. However, in recent years, teacher burnout has emerged as a significant educational problem. Teacher burnout is defined as job stress, emotional fatigue, and low job satisfaction, which has a negative impact on individual teachers and the overall educational environment [1].
Excessive workload, conflicts with students, relationships with parents, and lack of support from school administration are pointed out as major causes of teacher burnout [2]. When teachers experience burnout, they put less effort into teaching, avoid contact with students, do not accept advice from others, lose patience, become authoritative toward students, and even withdraw from the teaching profession. They develop negative views about themselves and thoughts of leaving the workplace, and show a tendency to neglect work, such as absenteeism and lethargy [3]. This means that teacher burnout causes various adverse effects not only for individual teachers, but also for school organizations and students, making it difficult to expect successful education from exhausted teachers. Therefore, it is very important to explore the causes and consequences of teacher burnout and find countermeasures to alleviate it.
Accordingly, this chapter aims to comprehensively explore the teacher burnout phenomenon that appears in educational organizations, analyze its causes and results, and propose effective strategies to solve it. Through this, I hope to contribute to building a healthy and happy educational environment for both teachers and students.
2. Main symptoms and consequences of teacher burnout in educational organizations
Freudenberger explained the symptoms of burnout as physical, behavioral, and mental signals [4]. Physical signals include weight loss, insomnia, reduced ability to recover from colds, feelings of physical decline, headaches and stomach problems, shortness of breath, and depression; behavioral signals include anger, irritability, and frustration responses; and mental signals include feelings of exhaustion, boredom, disillusionment, discouragement, and confusion. He viewed burnout as a mental disorder and attempted a clinical approach, such as diagnosis, counseling, and personal treatment [4].
Farber and Miller describe symptoms of burnout as anger, anguish, nervousness, fatigue, depression, insomnia, boredom, anger, anxiety, helplessness, low self-esteem, withdrawal, cynicism, and excessive use of alcohol and drugs. It is said that their plans for teaching are not thoughtful and that they plan to leave the teaching profession or actually try to leave the teaching profession [5].
Maslach and Jackson suggested that the main symptoms of teacher burnout are emotional exhaustion, depersonalization, and loss of personal accomplishment [6]. Emotional exhaustion is when a teacher feels that he or she can no longer do what he or she could before because he or she is exhausted and emotionally drained. Depersonalization is a negative and cynical attitude in which teachers and students become emotionally separated and students are viewed as a passing process or a nuisance rather than as valuable people. Lastly, loss of personal accomplishment is experienced when an individual feels that he or she cannot achieve his or her goals, that is, viewing one’s work as meaningless because one’s efforts do not produce satisfactory results [6].
Schwab et al. say that usually the first sign of burnout is a feeling of being emotionally drained from one’s work [3]. Emotionally drained teachers tend to treat fellow teachers and students in a depersonalizing way or develop negative and cynical attitudes toward themselves and others. Another aspect of burnout is low expectations and lack of accomplishment. Many teachers begin their teaching career with great expectations and aspirations of contributing to the school and society, but after 2–3 years, they begin to realize that they cannot live up to their expectations [3].
According to Cherniss, burntout teachers have a high resistance to coming to work, feeling like a failure, anger and resentment, guilt, despondency and indifference, pessimism, feelings of isolation, tiredness, severe fatigue after work, and loss of positive feelings toward students, hesitancy to contact students, treating students in a stereotypical way, poor concentration or listening skills, cynicalness, following rules, avoiding business discussions with colleagues, prejudice, overuse of drugs, frequent colds, minor headaches and digestive problems, and rigidity of thinking. It is said that they show resistance to change, suspicion and paranoia, and family conflicts [7].
Cardinal presents teacher burnout symptoms by dividing them into physical and behavioral [8]. Physical symptoms include fatigue and physical exhaustion, headaches, gastrointestinal problems, weight loss, insomnia, depression, and rough breathing, and behavioral symptoms include moodiness, nervousness, low tolerance for frustration, suspicion of others, and helplessness. It is said that overload and lack of control further intensify occupational risks [8].
According to Brock and Grady, the symptoms of burnout include, first, feeling chronic fatigue physically, second, cognitive problems when individuals make decisions, third, socially withdrawing from colleagues and students, and fourth, irrationally, students, parents, and others. They build an emotional wall that isolates themselves from their colleagues and criticize themselves. Fifth, they show symptoms of mental depression, and in the confusion for a long time, work satisfaction and self-confidence disappear [9]. It is even said that an individual’s spiritual values are severely shaken and they fall into despair [9].
As discussed above, the symptoms of burnout are explained based on physical and emotional symptoms, as well as specific details, such as impoverished interpersonal relationships, negative attitudes toward others or low self-esteem, dissatisfaction with the work environment, job stress, and inappropriate behavior such as absenteeism. Additionally, when teachers are burned out, they may become less engaged in teaching, distance themselves from students, refuse feedback, lose patience, and act more rigidly or authoritarian. This can result in a negative outlook on their profession and thoughts of leaving the job. As a consequence, they might neglect their duties, showing signs of absenteeism and lethargy, leading to dysfunctions among teachers, students, and within the school. In such conditions, expecting burnout teachers to provide effective education becomes increasingly difficult [3].
3. Causes of teacher burnout in educational organizations
Previous studies on the causes of burnout have divided them into individual characteristics and environmental characteristics [1]. Demographic characteristics of individual characteristics, such as age, education, experience, gender, and marital status, were found to have an effect on teacher burnout [10, 11, 12]. However, demographic characteristics, such as gender, marital status, age, and experience, do not show consistent results, making it difficult to view them as major variables predicting burnout [13, 14, 15]. Psychological characteristics, such as a competitive personality, neuroticism, locus of control, self-efficacy, and ego-resilience, are key individual characteristics. These traits play a crucial role in determining how individuals cope with and adapt to stress, even when faced with the same level of stress, influencing their ability to manage its intensity and maintain healthy adaptation. It has become an influential variable in teacher burnout research [16, 17, 18, 19]. The job characteristics of environmental characteristics that affect teacher burnout include job stressors, role conflict and role ambiguity, lack of challenge opportunities, and excessive workload [12, 20, 21]. The organizational characteristics of environmental characteristics include organizational climate, principal’s leadership, school size, overcrowded classes, and isolation from the community [22, 23, 24].
3.1 Personal causes of teacher burnout: focusing on demographic characteristics and psychological characteristics
The variables that are most studied as individual characteristics can be broadly divided into demographic characteristics and psychological characteristics. This section will examine the relationship between burnout and demographic characteristics, such as gender, marital status, age, and experience, and psychological characteristics, such as personality type, locus of control, self-efficacy, and ego resilience.
In the case of demographic characteristics, studies have found that male teachers have a stronger degree of depersonalization than female teachers, and studies have found that there is no correlation with gender, so there is no consistent trend [12, 13, 25]. Depersonalization refers to a psychological state where an individual becomes detached from their work, leading to a sense of emotional numbness or cynicism toward their job and the people they interact with, such as colleagues or students. This detachment often manifests as a lack of empathy, a reduced sense of personal accomplishment, and a tendency to view others as impersonal objects rather than as individuals. It is one of the key components of burnout, particularly in professions that involve intense interpersonal interactions, like teaching [6].
Studies examining the relationship between burnout and marital status have shown mixed results. Some studies indicate that unmarried individuals have higher rates of burnout than married couples, while others show no effect of marital status or even suggest that married couples experience more burnout than unmarried individuals [11, 14, 26].
In terms of the relationship between age and experience and burnout, previous studies have shown that teachers aged 20–34 years had a significantly higher frequency of emotional exhaustion than teachers aged 45 years or older. In addition, it was said that teachers with 13–24 years of experience showed the lowest level of burnout in terms of personal achievement [10]. However, other studies show that there is no difference according to age or experience, so consistent research results are not obtained for age and experience [1, 27].
Therefore, demographic characteristics like gender, marital status, age, and experience do not yield consistent results in predicting burnout. As a result, it is challenging to consider these characteristics as reliable indicators of burnout [15].
Psychological characteristics are seen as the main cause of the difference in intensity experienced, even when the same stress is given and the ability to overcome stress and adapt healthily. So, it is widely studied in teacher burnout research and is established as a variable with great influence.
Among psychological characteristics, neuroticism, one of the five personality traits in the relationship between burnout and personality type, includes anxiety, hostility, depression, self-consciousness, impulsivity, and weakness of mind. Neurotic people are emotionally unstable and easily suffer psychological stress. It has been reported that it is correlated with all sub-factors of burnout, making it a personality factor that best predicts teacher burnout [4, 28]. In addition, among the personality types that are classified based on temperamental attributes, members who are overly motivated about work and have a personality characterized by a competitive and time-pressured lifestyle, hostility, and excessive desire for control are prone to job stress, and they are reported to be vulnerable to burnout [29].
In the relationship between burnout and locus of control, an individual’s attribution method for controlling job stress situations, that is, depending on the individual member’s locus of control, can be divided into internal controllers and external controllers. Internal controllers attribute success or failure to internal factors such as lack of effort, but external controllers are attributed to external factors such as luck or lack of opportunity [30]. Internal controllers have higher beliefs and expectations that they can control external events and respond appropriately to frustrating situations, but external controllers have relatively lower beliefs and expectations that they can control external events, making them anxious and having a lower desire for achievement [30]. Therefore, it was found that teachers who were subject to external control experienced emotional exhaustion, depersonalization, and decreased personal accomplishment at a higher intensity and frequency than teachers who were subject to internal control [31, 32].
In studies on the relationship between burnout and self-efficacy, self-efficacy is commonly reported as an internal personal variable that reduces the degree of burnout caused by stress [18, 32]. According to these studies, the group with high self-efficacy had a lower tendency to depersonalize, as well as physical and mental exhaustion due to stress, and a higher sense of personal accomplishment compared to the group with low self-efficacy. In other words, when self-efficacy, which is the perception of one’s own internal strength, was high, burnout was low [18, 32].
In studies on the relationship between burnout and ego-resilience, self-confidence, a sub-factor of ego-resilience, showed that teachers who were more accepting of themselves and had higher self-confidence had a lower psychological exhaustion. Also, optimistic attitude was found to have a significant effect on all sub-factors of teacher burnout. In addition, through previous studies it was shown that anger control has a significant negative correlation with burnout, and it has been reported that people with higher ego-resilience experience less burnout [33, 34, 35, 36].
3.2 Environmental causes of teacher burnout
Previous studies that emphasize the importance of the work environment as a cause of burnout clearly state that burnout is not an individual’s problem but a problem of the social environment in which they work, and that environmental characteristics have a major influence in causing burnout [37, 38]. In addition, several recent studies support the fact that work environment and contextual variables contribute to triggering teacher burnout in the school setting [2, 39, 40]. Previous studies on job environmental characteristics focused on finding the causes of burnout in the internal and external environments of the organization related to job performance, and largely subdivided the job environment into job characteristic variables and organizational characteristic variables [1]. In this section, I will examine the relationship between burnout and job characteristic variables, such as role conflict, role ambiguity, lack of challenge opportunities, and work overload, and organizational climate, school principal leadership, and school size among organizational characteristic variables.
In the case of job characteristic variables, previous research has shown that role conflict and role ambiguity can be causes of teacher burnout [12]. Role conflict is said to be caused by the difficulty and embarrassment felt by the role holder in performing the role, the perception of ambiguity about one’s role, and conflicting external role expectations of the role holder. Role conflict, role ambiguity, poor relationships between students, fellow teachers, and administrators, school policies that promote competition and evaluation, and time management problems are believed to be related to teacher burnout [1, 41, 42].
In the relationship between burnout and lack of challenge opportunities, it was said that teachers experience more burnout the less opportunities they have to receive recognition for their abilities or be promoted in the work environment [20]. In other words, if you get an opportunity for an appropriate challenge in your work performance, you will have a sense of self-efficacy and be satisfied with your work while working, but if you do not get an opportunity for an appropriate challenge because you do not have a promotion opportunity to recognize your abilities or challenge yourself, this means that you may experience more psychological exhaustion.
The relationship between burnout and work overload highlights that an excessive workload is a major source of stress. Characteristics, such as too many counseling cases, tight deadlines, and long work hours, contribute significantly to burnout [21, 43].
Among organizational characteristics, previous studies on the relationship between burnout and organizational climate have shown that the closer the school organizational climate perceived by teachers is to an open climate, the lower the level of burnout. But the closer it is to a closed climate, the higher the level of burnout [39, 44].
Examining the relationship between the school principal’s leadership and burnout, it was shown that when the school principal’s leadership was bureaucrat-oriented, teachers’ burnout was high, and when the school principal’s leadership was human-oriented, teachers’ burnout was low [45, 46]. The findings suggest that the type of leadership exhibited by a school principal has a significant impact on teachers’ levels of burnout. Specifically, when a principal’s leadership is bureaucrat-oriented teachers tend to experience higher levels of burnout. This is likely because such a leadership style can create a work environment that feels restrictive, impersonal, and lacking in support, leading to increased stress and feelings of helplessness among teachers. On the other hand, when a principal’s leadership is human-oriented teachers are less likely to experience burnout. A human-oriented leader fosters a positive work environment where teachers feel valued, understood, and supported. This type of leadership likely reduces stress, enhances job satisfaction, and encourages a collaborative and nurturing atmosphere, which can mitigate the characteristics that contribute to burnout.
Regarding the relationship between burnout and school size, it was found that small schools had less stress and lower burnout, whereas the larger the school, the higher the burnout [24, 47]. Smaller schools typically have fewer students and staff, leading to a more manageable workload and closer, supportive relationships, which can reduce stress and burnout. In contrast, larger schools often face increased administrative demands, higher student-to-teacher ratios, and more complex organizational challenges, which can elevate burnout levels.
In addition, the inefficiency of bureaucracy, parental irrationality, indifference, criticism from society in general, overcrowded classes, isolation from the community, and school location were found to be potential characteristics causing burnout [22, 23, 48]. Inefficient bureaucracy and irrational parental behavior can add to teachers’ stress by complicating their work environment. Additionally, societal criticism, overcrowded classrooms, social isolation, and an inconvenient school location further exacerbate the challenges teachers face, contributing to higher burnout rates.
The causes of burnout that have been examined through previous research so far can be found in both personal and environmental characteristics. However, in order to effectively alleviate burnout, the cause of burnout must be found in organizational environmental characteristics that can be intervened at the organizational level. This is because organization-level interventions can provide preventive support to more teachers more efficiently than individual-level interventions [39, 49].
4. Solutions to teacher burnout
Regarding the causes of burnout, many studies commonly report that organizational or institutional problems are more important than individual psychological causes [1, 50]. Therefore, in preventing and coping with burnout, intervention in the environment, such as organizations or institutions where burnout occurs, should be done along with intervention in the individual’s psychological difficulties. This is presented in detail as follows.
First, for individual psychological problems, symptoms of burnout can be evaluated and intervention according to the symptoms can be carried out. In other words, differentiated intervention is needed, according to the symptoms and causes of teacher burnout. Counseling intervention for individual difficulties is mainly carried out to alleviate emotional difficulties, such as depression or anxiety, strengthen teachers’ internal resources to cope with difficulties, and modify problem behaviors. For example, if anxiety is high, relaxation training or problem-solving-oriented coping can be given. Additionally, since teachers may experience difficulties because they do not know how to appropriately intervene in student problems, consulting on intervention methods for each type of student problem may be helpful. In addition, in the case of burnout related to work burden, practicing efficient communication methods with managers and fellow teachers to coordinate work, time management related to work division, setting work priorities, and setting limits on the work one can handle. In fact, looking at the coping strategies of teachers after experiencing burnout, it appears that they often used active coping strategies, such as requesting a change in duties, changing the classroom management method, or advancing to graduate school, to develop their own capabilities [51, 52, 53]. However, since individual change often has little power in school organizations, it is desirable that it be accompanied by organizational change.
Second, there is a need to intervene to change the school’s job duties or school organization. The causes of teacher burnout, such as excessive workload, unreasonable distribution of work, and relationship problems with parents or fellow teachers and administrators, are not problems that can be solved by solving individual psychological problems of teachers, and require changes in the school organization. Organizational change is essential to prevent member burnout, but the difficulty is that change is not easy [1]. When teacher burnout occurs, schools can make efforts to diagnose and improve areas that need change in the organization through school consulting, etc., instead of blaming it on the teacher’s individual ability or teacher efficacy. In addition, some examples include fair and transparent work assignment, ensuring that excessive work is compensated in a fair manner, and creating an environment that encourages teachers to express their opinions in the decision-making process [19, 54, 55].
Third, intervention can be carried out according to the teacher’s developmental stage. New teachers face difficulties unique to the initial teacher development process, such as difficulty in providing guidance due to the duties of homeroom work for older grades, problems due to excessive workload and concentration of work imposed on new teachers, lack of time required for class preparation, and difficulties in self-expression in relationships with administrators [56, 57, 58, 59]. Recently, changes in students’ attitudes and perceptions toward teachers and complaints from parents have increased compared to the past, and new teachers are unable to respond appropriately to these situations and experience stress [60, 61, 62]. In a changing school environment, educational interventions, such as mentoring on how new teachers should appropriately accept and respond to complaints from parents, and coaching to help them form smoother relationships with fellow teachers, parents, and administrators, would be helpful. It would also be helpful to use a support group where new teachers can share the problems they experience and provide emotional support. One area to consider in teachers’ intervention at each stage of development is the meaning of work. In occupational relations theory, one outcome that people pursue through work is the meaning or importance of work [63]. In situations where teachers experience burnout, they often do not fully experience the meaning and importance of their work. Teachers not only teach, but also handle a variety of other tasks depending on their stage of development. So, finding the meaning and importance of various tasks seems to be helpful.
Establishing a social support system and providing support through it during the entire organizational intervention process is helpful in preventing and treating burnout. In the developmental model of burnout, social support is also assumed to act as a buffer to prevent problems experienced by teachers from leading to burnout [47, 54]. While teachers find it difficult to seek actual social support or professional help, they can overcome burnout if they build relationships with colleagues or senior teachers and receive empathy and emotional support for burnout situations and advice on solutions to problematic situations [64, 65, 66, 67]. The social support system can help in many ways, including empathy and support for emotional difficulties, distinction between individual ability problems and organizational problems, distinction between parts that teachers need to solve on their own and parts that need help, and providing appropriate help.
5. Conclusions
Teacher burnout has become a serious problem in the modern education environment, with widespread impacts not only on the physical and mental health of individual teachers, but also on the education system as a whole. Key symptoms of teacher burnout include emotional exhaustion, depersonalization, decreased sense of personal accomplishment, job stress and physical symptoms, and increased job attitudes and turnover intentions. These symptoms reduce teachers’ ability to perform their duties, seriously impair the quality of education, and have a negative impact on students’ learning experience.
The causes of teacher burnout are complex, including heavy workload, low social support, lack of job autonomy, and conflict with students and parents, and can be broadly categorized into personal and environmental causes. Personal causes include demographic and psychological characteristics, and environmental causes include job characteristic variables and organizational characteristic variables. Because the causes of burnout are more related to organizational or institutional problems than to individual psychological causes, in preventing and responding to burnout, intervention in the environment, such as organizations where burnout occurs, should be done along with intervention in individual psychological difficulties. Therefore, a multifaceted and systematic approach is needed to solve the teacher burnout problem by referring to the solution to the teacher burnout problem presented in the previous section.
Through this comprehensive approach, the problem of teacher burnout can be effectively solved, which will ultimately contribute to improving the quality of education and creating an educational environment in which both teachers and students are satisfied. Solving the problem of teacher burnout is a key task that goes beyond individual teachers and ensures the health and sustainability of the entire education system. Therefore, educational authorities and school managers must address the problem of teacher burnout through systematic and continuous interest in and support.
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