Paper Contents
Abstract
Radical changes are taking place in the education system every day. These changes are likely to increase rather than reduce the stress level among teachers. The popular belief is that burnout is the result of excessive stress. It is a state of emotional, mental and physical exhaustion caused by excessive and prolonged stress. This occurs when a person feels overwhelmed and unable to keep up with the constant demands. This is not the result of stress, but the unmotivated stress of not being able to deal with the stress, having no outlet for it, no buffer, no support-system, and no compensation. Burnout reduces a person's productivity and drains his energy, making the person feel more helpless, depressed, cynical and angry. Burnout is "a type of psychological distress a chronic negative psychological state that results from increased day-to-day work stress" (Roloff and Brown, 2011). Teachers who experience burnout primarily have three categories of symptoms: emotional exhaustion, depersonalization, and decreased personal accomplishment. No single factor can be found responsible for the problem of burnout. Various factors such as level of stress, type of stress, personality, and organizational climate, nature of job, lifestyle, role style, coping style and non-working life may be responsible in increasing the burnout problem among teachers. The article also provides some techniques that can be adopted to prevent burnout among teachers. Since the quality and continuity of education is directly related to the occurrence of teacher burnout, intervention programs can be designed in collaboration with administrators and counsellors to prevent it.
Copyright
Copyright © 2024 Dr. Senapati Nayak. This is an open access article distributed under the Creative Commons Attribution License.
