This document discusses teacher burnout and maintaining teacher enthusiasm. It notes that teacher attrition rates are generally high, with 30-40% leaving within 5 years, partly due to burnout. Burned out teachers remaining in the profession can be problematic as they may experience physical and mental stress symptoms. Burnout can spread between teachers as negative emotions are adopted. The document examines sources of teacher stress like workload, student behavior, and lack of support. Prolonged stress can lead to burnout, characterized by emotional exhaustion, depersonalization, and reduced personal accomplishment. Developing self-efficacy and resiliency can help prevent burnout.

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From Burnout to Burn-in
SustainingTeacher Enthusiasm
& Developing Self-Efficacy
Catalyst Webinars forTeachers
August 2021 Sessions
“I concluded that the only time
medicine even approaches the
complexity of an average day of
classroom teaching is in an
emergency room during a natural
disaster.”
Figures are Clear
Teacher attrition rates worldwide are generally
high
An estimated 30% to 40% of teachers leave the
profession within their first five years.This early
departure from the profession can partly be
attributed to burnout. N. Rajendran,H.G.M. Watt,and P.W. Richardson (2019).Teacherburnout andturnover
intent.TheAustralian Education Researcher.
Start thinking
about reasons for
experiencing
burnout
Bigger Issue
Burned out teachers are more likely to remain in
the profession rather than leave.
This may be even more problematic than leaving the
profession. Burned out teachers can experience physical
and mental symptoms of stress that decrease their energy
and their commitment to daily tasks. J. Kim, P.Youngs,andK. Frank(2017). Burnout contagion:Is
it due to early career teachers’ socialnetworksor organizationalexposure?Teaching andTeacherEducation.
“Frontlets
Between
Our Eyes”
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Much Bigger
Issue: It Becomes
a “Pandemic”
Teachers who frequently talked with their
burned-out colleagues about problematic
students were more likely to adopt the
negative attitudes expressed by their
colleagues.
The more exposed an individual is to the
emotions of others, the more likely it is that
those feelings and emotions will be
exchanged and adopted. C.Meredith et al.(2019).‘Burnout contagion’amongteachers:
A social networkapproach.Journal ofOccupationaland Organizational Psychology.
DangerousSituation
Lack of commitment
Exhausted
Everything feels overwhelming
Confused
Feeling one cannot cope
“You can pay people to
teach, but you can’t pay
them to care.”
Start
Thinking
About
Burnout
Today’s
Road Map
Realize the immensity of the teacher burnout
problem
Analyze the importance of maintaining one’s
enthusiasm and developing self-efficacy
Recommend practical strategies on how to
deal with teacher burnout
Pause and
Reflect
What are your
objectives?
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3Es ofTeaching
Effective
Efficient
Enjoyable
George Bernard
Shaw
To me the sole hope of human
salvation lies in teaching.
“With Eyes
WideOpen”
Apleaforunderstanding
The Teacher
Burnout Problem
What do we know
about…
Teacher Burnout
HistoricalBackground
HerbertFreudenberger
NewYork(1970s)
SocialWorkers(DealtwithAddiction)
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Review and
Reflect
Why did I choose
to teach?
Teaching as a Profession
Can be considered
psychologically and emotionally
demanding profession, which is
often associated with health risks
due to stress and negative affect
S. Laybourn , A. C. Frenzel, and T. Fenzl (2019) Teacher Procrastination, Emotions, and Stress: A
Qualitative Study. Frontiers in Psychology.
Stressful Environment
Teachers perceive teaching as a
highly stressful occupation.
Various stress-inducing factors include
working with pupils who may lack
motivation, maintaining classroom
discipline, time pressure, heavy
workload, and even lack of recognition
A. Antoniou , V. Efthymiou , F. Polychroni & O. Kofa (2020): Occupational stress in mainstream and special needs
primary school teachers and its relationship with self-efficacy. Educational Studies.
Probing
Question
What makes one suffer anxiety and panic
attacks, failure to concentrate, make poor
judgment, or even struggle to make a
decision?
Varietyof Reasons
Career stage (permanency, promotion)
Workload (time, resources)
Use of technology (LMS, email)
Harassment (name calling, safety)
Clique (us vs. them)
Support (lack of it)
Teacher
Stress
A negative emotional & affective experience
directly related to an individual’s capacity to
cope with specific stressors
Associated with various professions can be
classified into two general categories; these
are job demands and job resources D. W. Putwain & N. P. von
der Embse (2018): Teacher self-efficacy moderates the relations between imposed pressure from imposed curriculum changes and teacher stress,
Educational Psychology.
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What DoWeSee
Everyday tension
Disappointment
Even anger
Teaching Duties
Sources
of Stress
Lack of time
Heavy workload
Misbehavior on the part of students
Lack of student engagement
Conflict with a fellow teacher
Absence of shared leadership
Adapting teaching to student needs
COVID-19 uncertainties
Teaching During a Pandemic
Workload
Student Well-Being
Perceived lack of support
Are there
other
reasons?
Another Definition
A particular relationship between
the person and the environment
that is appraised by the person
as taxing or exceeding his or
her resources and endangering
his or her well-being. T. L. Weinstein and E. J. Trickett
(2015). The development of an instrument to measure English Language Learner (ELL) teacher work stress. Teaching
and Teacher Education.
Take aCloser Look
What are the causes of my own
stress (as a teacher)?
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Eustress
Normal psychological
stress interpreted as
being beneficial for a
person (teacher)
“Enjoyable”
Today, I am motivatedto teach.
I have to compute and submit the grades. I
am sure I will be able to do this.
Ernie remains a problem in my class. But no
worries I will consultMr. Rentoy.
Tomorrow, I will try out DI. It looks difficult
but I am excited.
Effect of Teacher Stress
On students
Teachers with high levels of stress
overreact to destructive behaviours;
they focus on negative interactions in
communication with students and are
far from being effective classroom
managers. S. Sönmez & I. B. Kolaşınlı (2020): The effect of preschool teachers’ stress states
on classroom climate. Education 3-13.
Natural Consequence
If burned-out teachers are not willing (or
less willing) to invest time and energy in
improving their teaching, we would
expect to find lower student gains in
learning.
In fact, student engagement would suffer.
Student engagement is heavily
influenced by teacher commitment.
Effect of Teacher Stress
On teachers
Stress is found to be positively related
to teacher dropout
Greater levels of stress caused by
student misbehavior, workload, and
poor relationships at work have a
negative impact on teachers’ perceived
personal accomplishments R. Harmsen, M. Helms-Lorenz, R. Maulana,
K. van Veen & M. van Veldhoven (2018): Measuring general and specific stress causes and stress responses among beginning secondary
school teachers in the Netherlands, International Journal of Research & Method in Education.
What are other
effects of
teacher stress?
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Main Contributors to
Teacher Stress
School culture and principal leadership
have been shown to be significant
contributors to teacher stress
Principal collegial leadership a significant
negative contributor to teacher stress
while when professionalism in a school
increases, teacher-perceived stress
decreases. B. Y. Hu, Y. Li, C. Wang, and B. L. Reynolds (2019). The relation between school climate and preschool
teacher stress. Journal of Educational Administration.
How is your
schoolculture?
Could lead to
Burnout
 Worldwide phenomenon associated
with detrimental outcomes to the
teachers and schools
 Teaching has long been recognized
as one of the many human service
professions characterized by high
levels of burnout. Teachers make
up more than one fourth (27
%) of all worker samples in
burnout studies. C. J. McCarthy et al. (2015).
Assessing teacher appraisals and stress in the classroom: Review of the classroom
appraisal of resources and demands. Educational Psychology Review.
Plummeting Pattern
Here and now stress
Reactive stress
Anticipating stress
Chronic work stress
ChronicWorkStress
Not a mental illness
Workplace phenomenon
Extreme physical and mental
tiredness
Not a lack of moral fiber
Consider teacher and school level
dynamics
Teacher Burnout
 Burnout refers to a job-related state of
psychological strain.
 Emotional exhaustion refers to the
feeling of being emotionally
overextended and exhausted at work.
 Depersonalization refers to negative,
cynical, or excessively detached
responses to other people at work.
 Reduced personal accomplishment
refers to a feeling of loss of productivity
at work. C. Fernet, J. Chanal & F. Guay (2017): What fuels the fire: Job or task-specific motivation (or
both)? Work & Stress.
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Reflecting on
my experience
with “Burnout”
When Do We
Notice
Burnout
Burnout happens when exhaustion
replaces feeling energized, cynicism
[or depersonalization] replaces being
hopeful and being involved, and
ineffectiveness replaces feeling
efficacious D. Van Maele and M.Van Houtte (2015).Trust in school:a pathway to inhibit teacherburnout?Journal of
EducationalAdministration.
Key “Symptoms”
Difficulty in concentrating on tasks
Constantly feeling on edge
Flashback of negative experiences
Feeling useless or even worthless
Even stomach aches
In Other Words…
Lost energy
Lost enthusiasm
Even lost confidence
3-2-1
Summary
Ernest Boyer
A poor surgeon hurts
one person at a time. A
poor teacher hurts 130.
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“Discoveringwhat isWorthwhile”
Whoweareasteachers
Maintaining Teacher
Resiliency & Developing
Teacher Self-Efficacy
What do we
know about…
Teacher Enthusiasm
Teacher Self-Efficacy
Teacher Dispositions
 Teachers' dispositional characteristics
should be taken into account in order
to understand the relation between
teachers' job characteristics and
classroom stress and burnout. K. Kosir,S. Tement,
M. Licardo,and K.Habe (2015).Two sidesofthe same coin?The role ofruminationandreflectionin
elementaryschoolteachers’classroomstressandburnout.Teaching and TeacherEducation.
We Need
“Burn-in”
Anti-dote to
burnout
Energetic teachers
Confident teachers
Explore the Concepts
Teacher Enthusiasm
Teacher Self-efficacy
Teacher Resiliency
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Teacher
Enthusiasm
Understand
• Positive self-concept: Good teachers see
themselves in essentially positive ways.
• Beliefs about other people: Good teachers
characteristically see other people in positive
ways as able, trustworthy, friendly, and so
on. C. B. Hansen (2019). The heart and science of teaching. Teachers College Press.
Give Examples
ofTeacher
Enthusiasm
Where the Rubber Meetsthe Road
Teacher
Enthusiasm
Importance
• Research has shown that a teacher’s intensity
and enthusiasm is positively associated with
students’ energy, engagement, and
achievement.
• Intensity involves directly stating the
importance of content to students.
Enthusiasm involves viewing a topic as
interesting, meaningful, and important and
communicating those views to students while
studying the topic. R. Marzano (2019). The handbook for the new art and science of teaching.
Solution Tree Press.
Affects
Everyone
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TSE
Definition
• Refers to a teacher’s
belief in his/her ability
to successfully cope
with tasks, obligations
and challenges related
to his/her professional
role. D. Barni, F. Danioni, & P. Benevene (2019). Teachers’ Self-
Efficacy: The Role of Personal Values and Motivations for Teaching. Frontiers in
Psychology.
Effect of Self-Efficacy
Teachers’ beliefs in their personal
efficacy to promote learning affect
types of learning environments
they create including the level of
academic progress their students
achieve. J. Lambersky (2016): Understanding the Human Side of School Leadership:
Principals’ Impact on Teachers’ Morale, Self-Efficacy, Stress, and Commitment. Leadership and Policy in
Schools.
Capacity toThrive inChallenging
Circumstances
Diverse group of students
Failing students
Difficult students
High ability students
Disadvantaged students
Taking the
ReverseGear
What is the connection
betweenTSE andTBU?
Why Focus
on TSE
Teacher self-efficacy is negatively associated
with teacher stress and burnout with available
evidence suggesting reciprocal effects over
time.
Teacher efficacy is also related to student
academic achievement. K. C. Herman, J. Hickmon-Rosa, and W. R. Heinke (2017). Empirically
derived profiles of teacher stress, burnout, sel-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions.
Reclaim One’s
Autonomy
Teaching Using “Pandemic Pedagogy”
Teachers may focus on the change direction
and not only on outcomes.
There are “unintended outcomes” teachers
may refine and even revise to achieve the
outcomes. This is the ‘light push’ that allows
teachers to have control of change.
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DoYouAgree?
Improving TSE &
Minimizing Burnout
Proactive strategies can focus primarily
on regulation of one’s own behaviors
and thoughts, (self-regulation), or on
collaboration with others, (co-regulation),
or both. K. Pyhalto et al.(2020).Teacher burnout profilesand proactivestrategies.EuropeanJournal of
Psychology ofEducation.
Collective
Teacher Efficacy
& the 3Cs
Address current challenges
Connection
Communication
Cognition
Leading to
Teacher
Resilience
A set of behaviours over time that reflect the
interactions between individuals and their
environments, in particular the opportunities
for personal growth that are available and
accessible.
Potential to exhibit resourcefulness by using
available internal and external resources in
response to different contextual and
developmental challenges C. F. Mansfield (2021). Cultivating teacher resilience.
Springer.
InOtherWords
I can cope with my workload
I have control over my teaching.
I can see my reward.
I have support from my co-teachers.
I love what I am doing.
Dancing with
Stress
Remind ourselves
Balance between teaching
requirements and teaching
resources
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Notes for my
Colleagues
Haim Ginott
Teachers are expected to reach
unattainable goals with
inadequate tools. The miracle is
that at times they accomplish
this impossible task.
“TheTeacher in
the DriverSeat”
Dealing with
Teacher Burnout
What do we
know about…
Deal withTeacher Burnout
MaintainTeacher Enthusiasm and
TeacherSelf-Efficacy Great Reset
Teacher professional identity stands at the
core of the teaching profession. It provides
a framework for teachers to construct their
own ideas of ‘how to be’, ‘how to act’ and
‘how to understand’ their work..
Importantly, teacher identity is negotiated
through experience and the sense that is
made of that experience. V. Bower (2021). Debates in primary education. Routledge.
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Now more than ever in our
history: We need good
teachers!
Social Perfectionism
Style of Thinking (Rory O’Connor)
 Your self-esteem will be dangerously dependent
on keeping the roles and responsibilities you
believe you have. You’ll tend to agree with
statements such as, ‘People expect nothing less
than perfection from me’ and ‘Success means that
I must work harder to please others.’
 Social perfectionists are much more sensitive to
signals of failure in the environment. W. Storr (2019). Selfie. Abrams
Press.
Endless Report Card
 Teaching is not an endless
performance report about one’s
personal accomplishments.
 It is about a healthy exerting of one’s
best effort and knowing when to
conclude ‘my work is good enough, it
is up to standards’.
Fundamental
Questions
What are the qualities of good teacher?
What are they supposed to do?
How do we distinguish between good
and bad teachers?
What does good teaching look like?
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It is Perfectly
Ok
Not to have a perfect lesson plan
Fail and learn from ‘bad’ teaching
Not to have the best laptop money can buy
To employ personal practical knowledge
Best teacher and not the
perfect teacher
Teachers working
together
 Learn and appreciate to work together
Focus on what matters
most: student learning
and development
Start With PD
“Extend” professional
learning
Collaborative curriculum
development
Professional learning
community
Action research
Teacher as an
Adult Learner
• PD as an adult learning experience is significantly
and positively related to teacher self-efficacy in
general.
• PD through independent and collective research
on a topic of professional interest showed the
highest relevance to teacher self-efficacy. H. Yang (2019): The
effects of professional development experience on teacher self-efficacy: analysis of an international dataset using Bayesian multilevel models. Professional
Development in Education.
Hybrid
Teaching
Blended Learning
Breaking down a lesson for synchronous
instruction
Using the learning management system
Making a screen cast teaching video
Avoiding cognitive overload
Starting with ‘sprints’ in collaborative
learning
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Bigger
Reward
Strong Culture
Focus on continuous teaching
improvement
Focus on professional decision
making
Greater focus on doing
something bigger than
ourselves
Support of
Other Teachers
There is a link between psychological well-
being and dealing positively with stress and
teamwork.
Colleague support is a resource given in a
cooperative climate and that it has a
positive influence on performance in
learning and working groups. A. Wolgast and N. Fischer (2017). You are not
alone: Colleague support and goal-oriented cooperation as resources to reduce teachers’ stress. Social Psychology of Education.
Winning Formula
This is where “teacher leaders”
come in.
Mentoring is important.
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Part of Self Management
What are my values as a teacher?
How do I live these values?
Imagine: How do I live these
values today?
We Need Someone To Help Us
Learn and develop
Gain insights
Take action
Remind
ourselves
about the
importanceof
action
Reviewing My
Notes
Practical
Strategies
Choosing to pay attention to the positive
and practicing gratitude
Identifying unhelpful thoughts and altering
them to be more helpful
Engage in good sleep, exercise regularly,
and eat well M. Larson, C. R. Cook, A. Fiat, and A. R. Lyon (2018). Stressed teachers don’t make good implementers:
Examining the interplay between stress reduction and intervention fidelity. School Mental Health.
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Good Health
Regular exercise and
physical activity
Improves self-esteem,
promotes well-being, and
reduces anxiety
Part of the 4th strategy
Identify the gaps in your
teaching day
Take a much-needed rest
Introducing the Next Strategy
Teacher Coping
An individual teacher’s
efforts to master demands
(conditions of harm, threat
or challenge) that are
appraised (or perceived) as
exceeding or taxing his or
her resources B. Brittle (2019).Copingstrategiesand
burnout in staffworking withstudentsofspecialeducationneedsand disabilities.
Teaching and Teacher Education.
Importance
of Coping
 Primary appraisal: a teacher’s
assessment of whether the
event is a threat or challenge
or simply benign.
 Secondary appraisal: the
teacher’s reflections on how
to respond to the event
including consideration of
various coping options. K. C. Herman, W.
M. Reinke, and C. L. Eddy (2020). Advances in understanding and intervening in teacher
stress and coping: The coping-competence-context theory. Journal of School
Psychology.
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Time Pressure as
Stressor
Increasing number of work assignments in
the teaching profession and an acceleration
of working speed among teachers
Teachers report that this has led to a
working situation with little time for rest
and recovery E. M. Skaalvik and S.Skaalvik (2017).Dimensionsofteacherburnout:Relationswithpotential
stressorsat school.Social Psychology ofEducation.
Organization and Discipline
Have a consultation period
Setting aside time to read the Discussion
Room entries
Monitoring asynchronous activities
Using the calendar to schedule specific
teaching related activities
Spending a chunk of time grading papers
Time Management
Not just keeping folders in order
Plan: starting point before action
Take action: implement procedural and
progressing tasks
You are in control.
Focus also on one’s colleagues:
communicate and collaborate
Resort to Mindfulness
Pay more attention, monitor yourself…When
it comes to managing your distressing
emotions, you’ve got to know you’re having
them, otherwise they’re going to highjack
you before you know it. M. Chapman-Clarke(2016).Mindfulnessin the workplace.Kogan
Page.
Power of “Just Stopping” (we should not
be in auto-pilot)
7th & Last
Strategy
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Dealing with
Change
Most teachers, with a negative attitude
towards change, can experience stress
because of ‘change after change’
conditions, especially when they have little
control. S. De Simone et al. (2016). Occupational stress, job satisfaction and physical health in teachers. European Review of Applied
Psychology.
Teacher as a Professional
Autonomy predicted burnout
negatively, indicating that such job
resource and a positive teacher self-
concept may work as a buffer against
burnout or generally against the
impairment process. E. M. Skaalvik and S. Skaalvik (2017). Still motivated to
teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of
Education.
KeyQuestion
What am I responsible for at work
and what am I held accountable for?
Focusing On What You
Can Control
Classroom management system you
employ
Enriching a ‘prescribed’ teaching strategy
Determining when to do an intervention
Figuring out how break-out rooms work
Balance synchronous and asynchronous
work
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What is my
Big Idea?
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