Teacher burnout effects on student academic achievement and outcomes

EDUCATION ADMINISTRATION

Education Administration: Teacher Burnout- Literature Table and Reference List

Reference

1. Carroll et al., 2021

2. Herman, Hickmon-Rosa & Reinke, 2018

3. Jacobson, 2016

Type (qual, quant, theoretical, peer-reviewed, book, dissertation)

Quantitative research (peer-review article)

Quantitative research (peer-review article)

A qualitative study (dissertation)

Aim or scope of the study

To assess the downstream effects of teachers’ burnout along with the effectiveness of stress-reduction interventions and improvement in student self-reported outcomes

To explore the relationship between teachers’ stress, burnout, self-efficacy, and coping along with its implications on student outcomes in terms of managing disruptive behaviors and academic achievement

To study teachers’ burnout and its implications in an urban high school in the North-Eastern United States

Setting and participants

17 Teachers and their 226 students participated in the study from Brisbane, Australia. Questionnaires were completed at the administering institution.

One hundred twenty-one teachers and 1817 students from kindergarten to fourth grade were included in nine urban Midwestern elementary school districts.

Five high-school teachers who experienced burnout

Theoretical or conceptual framework

Theoretical framework as it aimed to explore the relationship between teachers’ stress and its implications on the student outcomes via supporting the theory of the research study.

The conceptual framework was used as variables were defined for which relationship was to be investigated

Conceptual framework

Main results or conclusions

The teachers and the students gave positive intervention scores and mentioned reducing stress and better task orientation.

Most teachers fell into the class where they experienced burnout and stress, and detected low coping mechanisms. Physical and psychological effects on the job performance were indicated that be related to worse student outcomes, particularly in math achievement, increased disrupted behaviors, and low adaption in behaviors.

The findings cited that teachers’ burnout could stem from educational mandates, disciplines issues in the class, while its effects could be substantial in the form of implications for educational stakeholders

Implications for research or practice

Stress-reduction techniques could improve teachers’ performance, reduce attrition, and enhance student well-being and support.

Teacher screening could help identify those who need help based on stress, burnout, and coping factors. Positive behavior interventions and support (PBIS) is a critical policy requiring such teachers\' support to mitigate student risk of low academic achievements.

Positive social change is essential that could lead to the elimination of stress factors for the teachers so that high motivation is induced in teachers for high-quality delivery of instruction and better student outcomes

Useful quote

“A broad range of factors from multiple domains can contribute to the development of teacher stress including systematic, cultural, relational and intrapersonal.”

“Teachers with low self-efficacy or negative beliefs about their ability to teach students manage their behavior, exhibit less effective teaching practices.”

“Teacher burnout and attrition affect districts, states, and students achievement in two ways: one is academic and the other is financial.”

Reference

4. Weibenfels, Klopp & Perels, 2022

5. Wang, 2022

6. Sarikaya, 2021

Type (qual, quant, theoretical, peer-reviewed, book, dissertation)

Quantitative study (peer-reviewed article)

A qualitative study (peer-reviewed article)

Quantitative study

Aim or scope of the study

To evaluate the changes in burnout during Covid-19 in teacher self-efficacy (TSE) and resulting implications for lower self-accomplishment, emotional exhaustion, and depersonalization

Finding the pedagogical implications after assessing teacher’s burnout role on learners’ academic achievement. Most evidently for administration, teacher trainers, and counselors for developing language systems.

To examine the music teachers’ burnout during Covid-19 related to some selected variables and suggest implications based on those variables.

Setting and participants

92 teachers were selected from primary and secondary schools working in Southwestern Germany. An online questionnaire was to be filled out twice during the pandemic (from 2019 to 2020)

None

Participants included 215 music teachers in Konya, Aksaray, Nigde, Nevsehir, and Karaman provinces. Participation was online in a survey format.

Theoretical or conceptual framework

Theoretical

Conceptual foundation in the form of literature review

Conceptual

Main results or conclusions

Feelings of inefficacy existed during the teachers’ burnout stage in Covid 19; emotional exhaustion was surely experienced not due to work overload but from emotional support that students required from the teacher during online classes, leading to less self-accomplishment and TSE.

The findings improved knowledge about teachers’ burnout, its effect on teacher apprehension, and implications for school administrators for reducing this stress. Better personalization of teachers would help improve learner outcomes and would be in the position to meet the needs of EFL students.

High teacher burnout was perceived among music teachers during the pandemic. The implications spread to the use of technology, work-life balance, and increased emotional support requirement from the students online are some of the factors shaping the change in burnout levels of music teachers. Female music teachers experienced more burnout as compared to male teachers. Single or widowed teachers experienced more stress levels than married ones. Teachers working in private schools showed more signs of burnout as compared to their public school colleagues.

Setting and participants

The study was conducted at UNED, a distance learning university in Spain. And Europe. Tutors at this institution were selected as the main participants who taught accounting for tourism courses.

500 university teachers from China and the United States were included in the online questionnaire survey.

26 possible schools and their principals with at least five years of experience in principal posts were selected for in-depth interviews.

Theoretical or conceptual framework

Conceptual

Conceptual

Theoretical

Main results or conclusions

This was one of the key studies investigating tutor burnout in online and hybrid teaching models. There was no significant difference in burnout before and after Covid disruption, no significant difference in the sense of isolation but a difference in the sense of belonging. This could be due to certain demographic variables and sample size, though.

Professional identity and job satisfaction significantly affected burnout; however, job satisfaction played a mediating role in professional identity and burnout.

Principals stated that common stress factors for teachers were increased workload, disciplining the students, and accountability. Principals knew that when teachers lacked support from the administration, they showed signs of burnout. Peer mentorship and professional independence enabled their motivation and job engagement, thus, lesser burnout.

Implications for research or practice

The transition from face-to-face learning to the online model has certainly shaped how teachers interact with their students, which has created a shift in burnout levels. It can cause demotivation, less sense of accomplishment, low-efficiency levels, greater dissatisfaction, and decreased optimism; that should be a matter of concern for institutes like UNED so that tutors could be supported during the evolution of extreme digitization of education.

School administration should think of ways to enhance teachers\' professional identity for better job satisfaction and relatively lesser burnout, especially when practicality in Covid 19 has imposed major adjustments in educational models.

A need for self-reflection and likely future changes in collaborative support for the teachers is imperative for reducing burnout. Leadership practices need to re-invent ways in which resources should be provided to teachers on campuses to reduce job stressors and attrition.

Useful quote

One of the studies in literature review section stated that “the primary reasons for burnout are workplace factors rather than the personal characteristics of employees” leading to the fact that higher education system should be inspected deeply for tutor burnout.

“Even studies have shown that subjects with a history of childhood abuse are particularly at risk of burnout, depression, and suicide.”

“Principals were found to shape their leadership approach primarily by school context rather than individual teacher need.”

Reference

10. Mulyani et al., 2021

Type (qual, quant, theoretical, peer-reviewed, book, dissertation)

Quantitative study (peer-reviewed article)

Aim or scope of the study

To evaluate whether improvements in working conditions, work-life balance, and students’ classroom behaviors could reduce teachers’ burnout in special schools with mediating effect of emotional regulation techniques.

Setting and participants

323 teacher participants were taken from special schools in Punjab, Pakistan. Online questionnaires were sent and received from the respondents.

Theoretical or conceptual framework

Conceptual

Main results or conclusions

The results showed that all three variables are significantly related to reducing job burnout with a greater positive impact of the emotional regulation technique.

Implications for research or practice

Development of emotional skills, training, and coping strategies is emphasized for the future reduction of burnout among special school teachers. Emotional competencies are as essential as teaching skills that should be noted by the policymakers of schools and their relevant administration.

Useful quote

“Previous studies reported that good working conditions, school structure, and professional interactions significantly improve the work climate and lead to further satisfaction among the teacher.”