Teacher Burnout Literature Table

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EDUCATION ADMINISTRATION Education Administration: Teacher Burnout- Literature Table and Reference ListReference1. Carroll et al., 20212. Herman, Hickmon-Rosa & Reinke, 20183. Jacobson, 2016Type (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 studyTo assess the downstream effects of teachers’ burnout along with the effectiveness of stress-reduction interventions and improvement in student self-reported outcomesTo 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 achievementTo study teachers’ burnout and its implications in an urban high school in the North-Eastern United StatesSetting and participants17 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 burnoutTheoretical or conceptual frameworkTheoretical 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 investigatedConceptual frameworkMain results or conclusionsThe 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 stakeholdersImplications for research or practiceStress-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 outcomesUseful 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.”Reference4. Weibenfels, Klopp & Perels, 20225. Wang, 20226. Sarikaya, 2021Type (qual, quant, theoretical, peer-reviewed, book, dissertation)Quantitative study (peer-reviewed article)A qualitative study (peer-reviewed article)Quantitative studyAim or scope of the studyTo evaluate the changes in burnout during Covid-19 in teacher self-efficacy (TSE) and resulting implications for lower self-accomplishment, emotional exhaustion, and depersonalizationFinding 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 participants92 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)NoneParticipants included 215 music teachers in Konya, Aksaray, Nigde, Nevsehir, and Karaman provinces. Participation was online in a survey format.Theoretical or conceptual frameworkTheoreticalConceptual foundation in the form of literature reviewConceptualMain results or conclusionsFeelings 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.

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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…

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…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 quoteOne 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.”Reference10. Mulyani et al., 2021Type (qual, quant, theoretical, peer-reviewed, book, dissertation)Quantitative study (peer-reviewed article)Aim or scope of the studyTo 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 participants323 teacher participants were taken from special schools in Punjab, Pakistan. Online questionnaires were sent and received from the respondents.Theoretical or conceptual frameworkConceptualMain results or conclusionsThe 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 practiceDevelopment 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….....

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