Teacher burnout: Towards preventative strategies

Year: 1994

Author: Labone, Elizabeth

Type of paper: Abstract refereed

During the last decade problems with teacher morale in North America gave rise to a significant body of research into teacher burnout. Similar problems in the teaching profession in Australia, particularly in New South Wales, became salient late in the last decade. Research into the problem of teacher burnout has focused largely on organisational factors and static individual traits associated with burnout. Few studies have considered dynamic individual variables which may mediate between organisational stressors and feelings of burnout. This study addresses this deficit by longitudinally studying changes in the relationship between teachers' beliefs and feelings of burnout with the aim of developing intervention strategies that may reduce levels of burnout.

Three hundred and fifty teachers working in New South Wales government schools are currently participating in a longitudinal study monitoring the relationship between changes in their beliefs and their feelings of burnout. This study proposes a new model of teacher burnout focusing on the role of teacher beliefs in the development of burnout, and discusses the scope for strategies aimed at reducing teacher burnout.