Teacher burnout is a well-known and widespread issue that has attracted significant attention from the media and the research community. In Europe, many teachers, ranging from 60% to 70%, frequently experience high-stress levels and around 30% display signs of burnout. In the Netherlands, mental health problems affect 36% of teachers to the extent that they cannot work. Compared to professionals in other fields, teachers face a higher risk of burnout and report experiencing more symptoms associated with it. So, what is your school doing about it? 

What does high burnout do to teachers?

The hypothesis presented in the USZO study (1998) suggested that individuals experiencing high levels of burnout would perceive a decrease in a teacher's perceived superiority, particularly in positive behaviors. However, despite their declining sense of competence, teachers often maintain a negative sense of superiority, believing they are not as affected as others.  This decreased competence in positive behaviors directly affects teachers and their classrooms. On the other hand, burned-out teachers may develop an inflated sense of competence in negative behaviors, which could boost their self-esteem and prevent a decline in performance. Is this happening at your school site? 

What are the signs of teacher burnout? 

Burnout consists of emotional exhaustion, depersonalization, and a diminished sense of personal accomplishment. These factors harm student achievement, as students are wise enough to recognize the signs of a teacher's burnout. The school environment also plays a crucial role, as schools with rigid academic goals are more likely to contribute to burnout. At the same time, those who prioritize flexibility, collaboration, and support are effective in reducing burnout symptoms.

Can new teachers experience burnout too? What does this look like in a new school setting? 

New teachers should be aware of burnout and its symptoms. They should assess the professional environment and avoid forming relationships with unsupportive or negative teachers due to potential burnout. It's important to prioritize professional enthusiasm and seek out like-minded colleagues to prevent burnout. In the current educational landscape, teachers have less control over curriculum choices but can focus on how it is taught.  In today's diverse classrooms, determining effective teaching methods is crucial. New teachers should not compromise their enthusiasm to fit in and should be mindful of the symptoms of burnout. Developing a communal orientation, caring for and being concerned about students, can help mitigate burnout. Teachers need to address the challenge of investing more care than they receive in an equitable student-teacher relationship.

A new teacher's professional responsibility is vital for their growth and effectiveness. Here are key ideas to cultivate this:

• Student Learning Commitment: Prioritize students' academic and personal growth in an inclusive environment. Engage in lifelong learning through workshops, research, and collaboration.

• Reflective Practice: Regularly evaluate teaching methods, classroom management, and assessments for improvement.

• Collaboration and Teamwork: Share ideas, resources, and best practices with colleagues for student success. Maintain open and respectful communication with students, parents, and colleagues.

• Advocacy for Students: Champion equitable education, support students facing challenges, and remove barriers.

• Self-Care: Prioritize physical and mental well-being to maintain professional responsibility. Participate in extracurricular events such as sports and clubs with students.

• By embracing these ideas, new teachers can develop a strong sense of professional responsibility, positively impacting students' lives and putting a firm foundation for their teaching careers.

Can new teachers make it worse by working harder?

Teachers experience burnout symptoms, so maintaining a professional perspective is important. Rudow (1999) cautioned against the notion that teachers experiencing burnout should not attempt to alleviate the situation by increasing their workload. Working harder can worsen frustration, so working smarter and more efficiently is better. Strategies to reduce mundane tasks and emphasize creative and fulfilling aspects of teaching should be pursued. In conclusion, choosing mentors carefully is an effective strategy for avoiding burnout. Having mentors who can provide guidance, support, and encouragement can significantly contribute to preventing burnout.

Do your new teachers need help?

By carefully selecting mentors who possess these qualities, you can cultivate a supportive and nurturing environment that helps prevent burnout. Remember, the right mentors are knowledgeable and experienced, but they also prioritize your well-being and understand the significance of keeping a healthy work-life balance.

References

Rudow, B. (1999). Stress and burnout in the teaching profession: European studies, issues, and research perspectives. In R. Vandenberghe & A. M. Huberman (Eds.), Understanding and preventing teacher burnout: A sourcebook of international research and practice (pp. 38–58). New York: Cambridge University Press. 

Uitvoeringsinstelling Sociale Zekerheid voor Overheid en Onderwijs (USZO) [Benefits Agency for the Public Service and Education Sector] (1998). Statistiek arbeidsongeschiktheid, Onderwijs [Statistics incapacity for work, education]. The Netherlands: Author.