Finding ways to combat teacher burnout — with help from Thrive for Teachers.

Teacher stress and burnout

According to Christina Maslach, the American social psychologist who developed a measurement tool for the syndrome in the early 1980s, there are three main dimensions to burnout: exhaustion, depersonalization/cynicism (in which the teacher puts distance between herself and her students), and inefficacy (in which the teacher has little sense of accomplishment or satisfaction in her job).

Maslach notes that combined, these factors lead to depression and “negative attitudes” that can spill over into home and work life. “People who are experiencing burnout can have a negative impact on their colleagues, both by causing greater personal conflict and by disrupting job tasks” (Maslach et al, p. 406).

Burnout also leads to what she calls “mental dysfunction” in sufferers, namely, anxiety, depression and a lowered self-esteem.

Maslach further quotes an American/Dutch study of burnout profiles for five occupational sectors (teaching, social services, medicine, mental health, and law enforcement), which found that comparatively, “teaching was characterized by the highest level of exhaustion” (Maslach et al, p. 408).

She concludes her study with the recommendation that both teachers and their managers work together to combat job burnout. “Neither changing the setting nor changing the individual (teachers) is enough: effective change occurs when both develop in an integrated fashion” (Maslach et al, p. 420).

Indeed, a work setting designed to support “positive development of energy, vigour, involvement, dedication, absorption, and effectiveness amongst its employees should be successful in promoting (teachers’) well-being and productivity” (Maslach et al, p. 420).

Teacher burnout research

Maslach’s studies sparked a score of related theoretical models: one, the Five Factor Model (FFM) of Personality, is particularly relevant. According to this template, teachers who are most likely to thrive in the profession embody:

•      Emotional stability

•      Extraversion

•      Openness to new experiences

•      Agreeableness, and

•      Conscientiousness

Of the five factors, the idea of emotional stability receives the greatest focus: the researchers argue that teachers without such stability are less resilient and more likely to experience feelings of depression, hostility and anxiety (McCrae & Costa, 2008).

Further, “being generally depressive and hostile is strongly associated with feelings of distance and with a negative attitude towards others.” Agreeable teachers on the other hand embody an attitude “that reduces the likelihood of developing a distanced and negative attitude towards others” (Roloff, p. 1642).

So: should teachers who may not manifest all five of these robust personality factors consider changing their career path?

Not necessarily, according to one German study (Henoch et al, 2015). These researchers find an even stronger factor than personality is a robust social conscience, namely that thriving teachers “have higher social interests than (professionals) in other subject areas” (Henoch, p. 54).

That is, social conscience — defined as a willingness to listen to someone else’s problems, coupled with a desire to teach/educate — is more important for teachers than personality type, especially when it embodies dedication to helping the younger generation deal with an uncertain future.

Interestingly, a 2022 study by University of Calgary researchers suggests that burnout rhetoric has become all too commonplace amongst BEd students and their instructors. “When students are presented with the idea to expect burnout, it is likely that they will anticipate a difficult or exhausting career ahead.” The danger here is that the burnout narrative “may threaten teacher candidates’ self-efficacy (even) before entering the teaching profession” (Williams et al, p. 429).

A more sustainable approach to a life in education comes about, say these researchers, when teachers take an active role in addressing health-related issues in their school — and when they take advice about self-care seriously. “When I envision myself as a health champion, I picture myself having a healthy body as well as a healthy mindset,” notes one student in the study (Williams, p. 441).

“This should be the case no matter what my situation is and how busy I am.”   

One strategy for avoiding teacher burnout
 

How then does a teacher in mid-burnout shift her thinking to a more positive and resilient mindset?

We at emPoweredlives believe when teachers connect and reflect with their peers, they create opportunities for positive narratives, emotional resiliency and sustainable self-care — in short, a path that steers clear of burnout. Our goal is to create a collaborative platform that enhances teacher well-being in a safe and secure environment, and with proven benefits.

Tailored to meet the needs of the group, our Thrive for Teachers virtual group therapy program includes treatment with empirical, evidenced-based cognitive behavioural therapy. This 12-week journey encourages teachers to help reconnect with others — and with themselves.

Lynn Hiscoe, emPoweredlives founder and Registered Clinical Counsellor, has been privileged to support teachers in their journey to well-being for more than 20 years. If you believe you might benefit from Thrive for Teachers, contact our offices soon at info@empoweredlives.ca. Please note: this program is limited to 12 participants, and tends to fill up quickly.

By Kerry McArthur, Senior Content Editor at emPoweredlives

References

Maslach, Christina; Schaufeli, Wilmar B.; Leiter, Michael P. (2001). Job Burnout. Annual Review of Psychology. Jan 01, 52, 397-422.

McCrae, R. R., & Costa, P. T., Jr. (2008). The five-factor theory of personality. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research, 159–181.

Henoch, J.; Klusmann, U.; Lüdtke, O.; Trautwein, U. (2015). Who becomes a teacher? Challenging the “negative selection” hypothesis. Learning and Instruction, 36; 46-56.

Roloff, J.; Kirstges, J.; Grund, S.; Klusmann, U. (2022). How Strongly Is Personality Associated With Burnout Among Teachers? A Meta‐analysis. Educational Psychology Review, 34(3), 1613-1650.

Williams, E., Tingle, E., Morhun, J., Vos, S., Murray, K., Gereluk, D. & Russell-Mayhew, S. (2022). “Teacher Burnout Is One of My Greatest Fears”: Interrupting a Narrative on Fire. Canadian Journal of Education, 45(2), 428–453.