Exhausted Educators: Understanding Teacher Burnout and Resource Depletion In Educational Environments
Major
Educational Studies
Second Major
History
Submission Type
Poster
Area of Study or Work
Educational Studies
Faculty Advisor
Leah Nillas
Location
State Farm Hall
Start Date
4-13-2024 9:00 AM
End Date
4-13-2024 12:00 PM
Abstract
Currently, burnout and emotional stress amongst teachers is creating a revolving door within classrooms all across the country. “In the USA, up to 25% of beginning teachers leave the teaching field before their third year, and almost 40% leave the profession within the first 5 years of teaching”(Chang, 2009, p. 194). The purpose of this research synthesis is to analyze how grades 9-12 educators are affected by teacher burnout and what kind of resources and tools educators can employ to combat these emotional and mental challenges. Teacher burnout is traditionally conceptualized as a result of long term occupational stress perpetuated through various external forces within an educational environment. Teacher burnout is seen as the product of a lack of teacher resources and tools to combat and effectively handle emotional stress experienced within an educational setting (Skaalvik, 2017). This conceptual literature review focuses on the various aspects within an educational environment that contribute to the rapid attrition seen within schools across the country. The purpose of this research is to find a connection between teacher’s emotional stress levels within an educational setting and the external factors that negatively impact those levels. Peer-reviewed articles and educational studies were analyzed to highlight the specific factors contributing to the stress faced by teachers. Research studies were examined to identify resources that are beneficial to teachers and the lack of resources within schools. Results from this research synthesis support the argument that lack of teacher resources and administrative help has a graver impact on the emotional stress levels of teachers, than the actual stressors experienced within an educational setting.
Exhausted Educators: Understanding Teacher Burnout and Resource Depletion In Educational Environments
State Farm Hall
Currently, burnout and emotional stress amongst teachers is creating a revolving door within classrooms all across the country. “In the USA, up to 25% of beginning teachers leave the teaching field before their third year, and almost 40% leave the profession within the first 5 years of teaching”(Chang, 2009, p. 194). The purpose of this research synthesis is to analyze how grades 9-12 educators are affected by teacher burnout and what kind of resources and tools educators can employ to combat these emotional and mental challenges. Teacher burnout is traditionally conceptualized as a result of long term occupational stress perpetuated through various external forces within an educational environment. Teacher burnout is seen as the product of a lack of teacher resources and tools to combat and effectively handle emotional stress experienced within an educational setting (Skaalvik, 2017). This conceptual literature review focuses on the various aspects within an educational environment that contribute to the rapid attrition seen within schools across the country. The purpose of this research is to find a connection between teacher’s emotional stress levels within an educational setting and the external factors that negatively impact those levels. Peer-reviewed articles and educational studies were analyzed to highlight the specific factors contributing to the stress faced by teachers. Research studies were examined to identify resources that are beneficial to teachers and the lack of resources within schools. Results from this research synthesis support the argument that lack of teacher resources and administrative help has a graver impact on the emotional stress levels of teachers, than the actual stressors experienced within an educational setting.