Teacher burnout is a significant issue, with 14% of American teachers leaving after one year and 46% quitting before their fifth year. Causes include overwhelming workloads, poor relationships, and lack of support, leading to symptoms like cynicism and emotional exhaustion. Suggested solutions involve smaller class sizes, reduced paperwork, increased support, and ongoing professional development.

1. TEACHER BURNOUT
ANALYSIS OF A SPECIAL EDUCATION
ISSUE
By: Lenora Butler
Walden University
Dr. Tontaleya Ivory

2. Fourteen percent of
American teachers leave
after only one year, and
forty-six percent quit
before their fifth year.

3. Teachers deal with
their challenges and
stresses in many ways.

4. Some teachers are
unable to manage their
workload while others
are discouraged and
become bitter.

5. Many teachers find
ways to disassociate
themselves against a
hostile school
environment.

6. DEFINITION OF TEACHER BURNOUT
Freudeinberger (1974) identified
burnout as a form of occupational stress
that is an inevitable struggle for all
helping professionals who work with
others, no matter how dedicated,
committed, and skillful they may be.

7. Students
exhibit high
instances of Students lack
poor interest in
behaviors school
Poor School Ethos CAUSES
OF
BURNOUT
Overwhelmed Poor relationships among colleagues
by
Heavy
workloads

8. SYMPTOMS OF TEACHER BURNOUT
1. Teachers are reluctant to discuss their
work with others.
2. Teachers exhibit attitudes of cynicism,
negativity, and callousness toward the
students, parents, and colleagues.
3. When teachers lack the enthusiasm and
experience emotional exhaustion.
4. Demonstrate decreased effectiveness in
their job performance and feel
powerless to alter their situation.

9. SUGGESTIONS TO REDUCE BURNOUT
1. SMALLER CLASS SIZES
2. REDUCTION IN PAPERWORK
3. MORE SUPPORT AND INTERACTION FROM
COLLEAGUES, ADMINISTRATORS, AND COORDINATORS
4. OBSERVATION OF COLLEAGUES FOR DEVELOPMENT AND
COLLABORATION PURPOSES
5. PLANNING PERIODS
6. MENTOR PROGRAMS
7. WORKSHOPS DESIGNED FOR DEALING WITH STRESS
8. DEVELOPMENT OF CLEAR JOB DESCRIPTION
9. PROPER PLACEMENT OF STUDENTS WITH DISABILITIES

10. REDUCE YOUR WORKLOAD
FIGURE OUT WHAT THE
MOST STRESSFUL PARTS OF
YOUR TEACHING LIFE ARE,
AND FIND SOLUTIONS

11. RECHARGE
EAT PROPERLY
EXERCISE
RELAX
SLEEP
HAVE SOME “ME TIME”

12. RECONNECT
1. BUILD A PROFESSIONAL
SUPPORT NETWORK
2. ATTEND CONFERENCES
3. BLOG
4. TAKE CLASSES

13. PROMISING SCHOOL PRACTICES
AT THE DISTRICT, SCHOOL, AND CLASSROOM LEVELS, EDUCATORS
SHOULD REVIEW PRACTICES THAT ARE NOT WORKING TO ADDRESS
ANTISOCIAL BEHAVIOR AND ACADEMIC PROBLEMS AND ELIMINATE OR
MODIFY THESE PRACTICES.
SCHOOLS SHOULD ESTABLISH APPROPRIATE ASSESSMENT PRACTICES FOR
ALL STUDENTS DIRECTED TOWARD EARLY IDENTIFICATION OF PROBLEM
BEHAVIORS AND ACADEMIC SKILL NEEDS. EARLY IDENTIFICATION IS
ESSENTIAL TO DESIGNING EFFECTIVE INTERVENTIONS.
DEVELOP A SCHOOL-WIDE APPROACH TO MODIFYING THE LEARNING
CLIMATE IN ACCORD WITH RESEARCH ON EFFECTIVE SCHOOLS.
EMPHASIZE STAFF DEVELOPMENT AS ONE OF THE TOP SCHOOL PRIORITIES,
AND ALIGN STAFF DEVELOPMENT TO BUILDING GOALS AND PROGRAMS.
ONGOING STAFF DEVELOPMENT IS ESSENTIAL IF PROGRAMS TO REDUCE
ANTISOCIAL BEHAVIOR AND IMPROVE ACADEMIC SUCCESS ARE TO BE
EFFECTIVE.

14. References
Carter, S. (1994). Organizing systems to support competent social behavior in children and
youth. Retrieved from: http; // www.interact.uoregon.edu/wrrc/burnout.html
Freudeinberger, H. (1974). Staff burnout. Journal of Social Issues, 30, 159-165.
Kyriakou, C. (2001) Teacher stress: directions for future research. Educational
Review, 53, 1, 27–35.
Lambert, L. (2006, May 9). Half of teachers quit in 5 years. Washington Post.
Retrieved from http://www.washingtonpost.com
Maslach, C. & Jackson, S. (1981) The Maslach burnout inventory. Palo Alto,
CA: Consulting Psychologists’ Press.
Travers, C. & Cooper, C. (1996) Teachers under pressure: Stress in the
teaching profession. London: Routledge.