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Research papers on Teacher burnout

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  1. Teacher Self-Efficacy and Its Effects on Classroom Processes, Student Academic Adjustment, and Teacher Well-Being

    Marjolein Zee, Helma M. Y. Koomen · 2016 · Review of Educational Research · 1,730 citations

    This study integrates 40 years of teacher self-efficacy (TSE) research to explore the consequences of TSE for the quality of classroom processes, students’ academic adjustment, and teachers’ psychological well-being. Via a criteria-based review approach, 165 eligible articles were included for analysis. Results suggest that TSE shows positive links with students’ academic adjustment, patterns of teacher behavior and practices related to classroom quality, and factors underlying teachers’ psychological well-being, including personal accomplishment, job satisfaction, and commitment. Negative associations were found between TSE and burnout factors. Last, a small number of studies indicated indi

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  2. Physical, psychological and occupational consequences of job burnout: A systematic review of prospective studies

    Denise Albieri Jodas Salvagioni, Francine Nesello Melanda, Arthur Eumann Mesas, et al. · 2017 · PLoS ONE · 1,504 citations

    Burnout is a syndrome that results from chronic stress at work, with several consequences to workers' well-being and health. This systematic review aimed to summarize the evidence of the physical, psychological and occupational consequences of job burnout in prospective studies. The PubMed, Science Direct, PsycInfo, SciELO, LILACS and Web of Science databases were searched without language or date restrictions. The Transparent Reporting of Systematic Reviews and Meta-Analyses guidelines were followed. Prospective studies that analyzed burnout as the exposure condition were included. Among the 993 articles initially identified, 61 fulfilled the inclusion criteria, and 36 were analyzed because

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  4. Empirically Derived Profiles of Teacher Stress, Burnout, Self-Efficacy, and Coping and Associated Student Outcomes

    Keith C. Herman, Jal’et Hickmon-Rosa, Wendy M. Reinke · 2017 · Journal of Positive Behavior Interventions · 734 citations

    Understanding how teacher stress, burnout, coping, and self-efficacy are interrelated can inform preventive and intervention efforts to support teachers. In this study, we explored these constructs to determine their relation to student outcomes, including disruptive behaviors and academic achievement. Participants in this study were 121 teachers and 1,817 students in grades kindergarten to fourth from nine elementary schools in an urban Midwestern school district. Latent profile analysis was used to determine patterns of teacher adjustment in relation to stress, coping, efficacy, and burnout. These profiles were then linked to student behavioral and academic outcomes. Four profiles of teach

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  6. Why do some beginning teachers leave the school, and others stay? Understanding teacher resilience through psychological lenses

    Ji Hong · 2012 · Teachers and Teaching · 488 citations

    With the increasing concern about the high attrition rate among beginning teachers, it is essential that we come to a better understanding of why teachers leave the profession. This study explored differences between leavers and stayers in terms of the process of their resilience responses. Major psychological factors such as value, self-efficacy, beliefs and emotions were foregrounded to understand how leavers and stayers are similar or different in negotiating and interpreting external environments. This study employed semi-structured interviews for seven leavers and seven stayers who had teaching experiences of less than five years. The findings of this study showed that both leavers and

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  7. Special Education Teacher Burnout: A Synthesis of Research from 1979 to 2013

    Nelson C. Brunsting, Melissa A. Sreckovic, Kathleen Lynne Lane · 2014 · Education and Treatment of Children · 478 citations

    Teacher burnout occurs when teachers undergoing stress for long periods of time experience emotional exhaustion, depersonalization, and lack of personal accomplishment (Maslach, 2003). Outcomes associated with burnout include teacher attrition, teacher health issues, and negative student outcomes. Special educators are at high risk for burnout as their working conditions align with many factors associated with burnout. In this review, we updated the literature on special education teacher working conditions by reviewing studies (N = 23) that (a) included a quantitative measure of burnout and (b) focused on special education teachers as participants. An analysis of the studies reviewed provid

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  9. A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout

    Lisa E. Kim, Verena Jörg, Robert M. Klassen · 2019 · Educational Psychology Review · 406 citations

    The question of what makes a good teacher has been asked by practitioners, policymakers, and researchers for decades. However, there is no guiding framework about which qualities are important for teachers. Thus, it is necessary to examine these qualities using a recognized framework and to summarize the previous literature on this topic. We conducted a meta-analysis on the 25 studies (total N = 6294) reporting the relationships between teacher Big Five personality domains (openness, conscientiousness, extraversion, agreeableness, and emotional stability) and two teacher job-related outcomes (i.e., teacher effectiveness and burnout). Furthermore, the influence of three moderators was assesse

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  10. Teacher Retention and Attrition: Views of Early Career Teachers

    John Buchanan, Anne Prescott, Sandy Schuck, et al. · 2013 · ˜The œAustralian journal of teacher education · 384 citations

    The provision and maintenance of quality teachers is a matter of priority for the profession. Moreover, teacher attrition is costly to the profession, to the community and to those teachers who leave feeling disillusioned. There is a need to investigate the experiences of early career teachers to consider how these issues contribute to decisions about staying in or leaving the profession. This paper reports on an aspect of a larger study on teacher retention. It describes and analyses the experiences of teachers participating in the study and highlights implications for teacher retention. The study proposes the notion of ‘resilient stayers’, and how beginning teachers’ resilience might be st

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  11. The relationship between beginning teachers’ stress causes, stress responses, teaching behaviour and attrition

    Ruth Harmsen, Michelle Helms‐Lorenz, Ridwan Maulana, et al. · 2018 · Teachers and Teaching · 370 citations

    In this study, the relationships between beginning teachers’ perceived stress causes, stress responses, observed teaching behaviour and attrition is investigated employing structural equation modelling (SEM). A total of 143 BTs were surveyed using the Questionnaire on the Experience and Evaluation of Work-BTs (QEEW-BT). Teaching behaviour was observed using the ICALT observation instrument. Results show that BTs’ perceived negative pupil aspects relate positively to the stress responses perceived tension, discontent and negative emotions. Negative emotions, in turn, are negatively associated with observed teaching behaviour. This study also shows that discontent positively relates to attriti

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  13. ‘Overworked and underappreciated’: special education teachers describe stress and attrition

    Olivia R. Hester, Shannon A. Bridges, Lauren Hart Rollins · 2020 · Teacher Development · 128 citations

    Rising attrition rates and the shortage of highly qualified special education teachers have a negative impact on students and school districts. This study explores the open-ended questions that were part of a larger mixed-method analysis to uncover the voices of current special education teachers (n = 366) from across the United States. Using their own words, teachers identify work-related stressors and express their reasonings behind leaving the field of special education. Overall, results indicate that teachers did not feel supported by their administrators and that their profession had an adverse effect on their overall quality of life, thereby contributing to feelings of burnout. Recomme

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  20. Teacher Attrition in Government Schools: A Mixed-Methods Study of Occupational Stress, Compensation, and Career Mobility

    Vincent · 2025 · International Journal of Teacher Education Research Studies (IJTERS)

    Teacher attrition in government schools represents a critical challenge to educational quality and system sustainability. This comprehensive review synthesizes current research examining the complex interplay between occupational stress, compensation structures, and career mobility patterns that drive teacher departure from public education. Analysis of national data reveals that while overall attrition rates have remained relatively stable at approximately 8% annually, significant disparities exist across school contexts, with high-poverty schools experiencing turnover rates exceeding 20%. The review integrates quantitative findings on burnout prevalence (25-74%), stress levels (8-87%), and

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